Becoming the Teacher: Reflective practice and classroom realities in the construction of pre-service teachers’ professional Identity

Abstract

This research is meant to explore the way how pre - service English teachers can shape their professional identity by reflecting on their own teaching experiences and facing the everyday challenges that come with real classrooms. The study involved four stud ent - teachers from a private university in Medellín and gathered data through interviews, surveys, and a focus group discussion. What emerged from the findings is that these future teachers do not simply imitate their professors' methods. Instead, they acti vely think about what works for them and what does not, making adjustments based on the realities they encounter in practice. Their identity as teachers forms slowly, influenced by personal goals, emotional experiences, and the constant need to make decisi ons in complex teaching environments. By focusing on this process, the study highlights the important role of reflection in teacher education and how it contributes to professional growth.