Influence of intrapersonal and interpersonal intelligences on In-service English teachers’ identity construction

Abstract

This research study was carried out in order to explain the influence that intrapersonal and interpersonal intelligence have on teachers’ identity construction, in Antioquia. Four teachers from private schools participated in an interview via Google Forms. Participants completed the interview, which was divided into three categories: Intrapersonal Intelligence, Interpersonal Intelligence and Teaching Identity. The data analysis was carried out through a categorization and coding of the interviews. The findings, the discussion and the conclusions were the result of a matrix where everything was structured in such a way that the problematic question was answered, giving account of several subcategories such as emotional recognition, expectations regarding oneself, handling of internal and external conflicts, interaction with students and the educational community in general, self-concept, ideals against teaching and the identity crisis. The authors suggest that these factors be explicitly addressed in English teacher's professional development.