https://doi.org/10.15446/profile.v24n2.95186
Building EFL Preservice Teachers’ Professional Identity:
Does Gender Matter?
Construcción de la identidad profesional docente de futuros docentes
de inglés como lengua extranjera: ¿importa el género?
Elisa Pérez-Gracia
Rocío Serrano-Rodríguez
Alfonso Pontes-Pedrajas
1
Universidad de Córdoba, Córdoba, Spain
This study explores the beliefs of English as a foreign language preservice secondary education teachers
regarding the construction of teachers’ professional identity. A questionnaire was used to obtain the
opinions of 131 future teachers in the 2014–2020 academic years. Results showed that the participants
understood teachers’ professional identity to be connected to the ability to motivate students, manage
the classroom, and care about interpersonal relations. Women and men think differently regarding the
effect of the acquisition of new methodologies, the psycho-pedagogical training, and a longer placement
period in the construction of teachers’ professional identity. To conclude, this study provided the chance
to reflect on the importance of strengthening the professional identity of English as a foreign language
teachers while considering the gender perspective to introduce changes in the curriculum.
Keywords: English teacher education, identity, preservice teacher education, teaching profession
Este estudio explora las creencias de los futuros docentes de educación secundaria de inglés como
lengua extranjera sobre la construcción de la identidad profesional docente. Se aplicó un cuestionario
a 131 futuros docentes durante el período 2014–2020. Los resultados muestran que los participantes
relacionan la identidad profesional docente con la capacidad de motivar al alumnado, gestionar el
aula y la preocupación por las relaciones interpersonales. Mujeres y hombres piensan diferente acerca
de la influencia de la adquisición de nuevas metodologías, la formación psicopedagógica y un mayor
período de prácticas en la construcción de la identidad profesional docente. Para concluir, este estudio
permite reflexionar sobre la importancia de fortalecer la identidad profesional de los docentes de inglés
como lengua extranjera considerando la perspectiva de género para introducir cambios curriculares.
Palabras clave: formación docente de inglés, formación inicial docente, identidad, profesión docente
Elisa Pérez-Gracia https://orcid.org/0000-0002-6219-7203 · Email: elisa.perez@uco.es
Rocío Serrano-Rodríguez https://orcid.org/0000-0002-9447-9336 · Email: rocio.serrano@uco.es
Alfonso Pontes-Pedrajas https://orcid.org/0000-0002-7958-5798 · Email: apontes@uco.es
How to cite this article (APA, 7th ed.): Pérez-Gracia, E., Serrano-Rodríguez, R., & Pontes-Pedrajas, A. (2022). Building EFL preservice
teachers’ professional identity: Does gender matter? Profile: Issues in Teachers’ Professional Development, 24(2), 117–131. https://doi.
org/10.15446/profile.v24n2.95186
This article was received on April 21, 2021 and accepted on May 6, 2022.
This is an Open Access article distributed under the terms of the Creative Commons license Attribution-NonCommercial-NoDerivatives 4.0 International License. Consultation is possible at https://creativecommons.org/licenses/by-nc-nd/4.0/
Profile: Issues Teach. Prof. Dev., Vol. 24 No. 2, Jul-Dec, 2022. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 117-131
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Pérez-Gracia, Serrano-Rodríguez, & Pontes-Pedrajas
Introduction
Numerous studies on teacher cognition have shown
that preservice teachers have diverse ideas, attitudes,
and motivations regarding teaching, learning, and
other aspects related to the teaching profession that
significantly influence the construction and development
of their teachers’ professional identity (TPI; Beijaard
et al., 2004; Garner & Kaplan, 2019). Therefore, the
importance of preservice teachers building their TPI
is being recognized at an international level (Schaefer
& Clandinin, 2019; Suelves et al., 2021). Throughout
this learning-to-teach process, it is important to make
them reflect and wonder about who they are and how
they see themselves as teachers in the immediate future
(Keary et al., 2020).
Thus, the scientific and educational grounding
of this study is mainly based on the constructivist
approach to teacher education because it defends the
idea that learning occurs only when preservice teachers
are thoroughly engaged in the process of meaning
and knowledge construction (Harfitt & Chan, 2017).
Moreover, there is evidence to prove that mastery
experience substantially contributes to preservice
teachers’ constructivist teaching beliefs (Cansiz & Cansiz,
2019). Furthermore, they develop an understanding of
this approach so that they can apply it to their future
practice in real educational contexts as an alternative
to more traditional-oriented teaching approaches. In
other words, future teacher needs to avoid reproducing
the traditional teaching strategies they experienced as
students in their early education (Flores, 2020).
Moreover, the reflective approach to teacher education has also been a reference for this study since it
focuses on preservice teachers’ beliefs. Therefore, this
approach provides the study with a solid justification
because it highlights the importance of thinking about
one’s teaching experiences in order to identify strengths
and weaknesses and introduce variations when needed
to improve the learning outcomes (Blackley et al., 2017).
Thus, it is necessary to introduce activities into the
118
preservice teacher training curriculum that enable
them to reflect on diverse aspects connected to the
teaching practice and the promotion of metacognition
(Pérez-Garcias et al., 2020).
In line with the abovementioned, most research
on teacher education has mainly focused on subject
matter, teachers’ competences, and traditional and nontraditional approaches over the past decade (Cañadas,
2021; Özcan & Gerçek, 2019; Werler & Tahirsylaj, 2020).
However, “scholars have begun to highlight additional
important factors that shape teachers’ conceptions of
and actions in teaching that should be incorporated into
teacher professional learning frameworks” (Garner &
Kaplan, 2019, p. 8). These other factors refer to teachers’
conceptions about themselves as teachers and their TPI
since it has been proven to have an influence on their
success in their careers.
Considering that, this study examines how English
as a foreign language (EFL) preservice teachers
understand TPI as well as their beliefs regarding which
aspects determine its construction and development.
Additionally, it seeks to analyse whether there are
significant differences in these aspects depending on
the gender of the participants, mainly for two reasons.
On the one hand, this variable was included because in
a preliminary qualitative study, participants suggested
that gender may affect their comprehension of the
teaching profession. On the other hand, because there
is certain disagreement in previous studies on whether
male and female teachers concur in their perceptions
about the teaching profession and their vocational
attitudes, and evidence is still scarce regarding the
effect of gender on the construction of TPI and the
progression of teachers’ careers (Egmir & Celik, 2019;
Kapitanoff & Pandey, 2017). In addition, the present
study focuses on preservice teachers whose first
language is English and on those whose first language
is other than English (mainly Spanish) because it
seems they face a dualism of personalities (Treve,
2021; Vega et al., 2021). Therefore, these feelings will
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?
directly affect their beliefs regarding the teaching
profession, and, consequently, their TPI construction.
EFL Teachers’ Professional
Identity
The initial teacher training process is of great
importance in the development of TPI (Rodrigues
& Mogarro, 2019). Every future teacher should start
developing their commitment and identity with the
teaching profession during their initial training;
however, there are some groups that could be more
vulnerable than others. The construction of the professional identity of language teachers is a topic that
has generated great interest in both research literature
and the implementation of educational policies in
recent decades (Hashemi et al., 2021; Mora et al.,
2014; Trejo-Guzmán & Mora-Vázquez, 2018). In this
study, the focus is on preservice teachers whose first
language is not English because the “native vs. nonnative English speakers” dualism could affect the
development of their TPI and, consequently, their professional development (Zhu et al., 2020). In addition,
there is also a significant variable that may accentuate
this issue, and it has to do with the teacher training
model (consecutive vs. simultaneous; Gómez et al.,
2017). To be specific, consecutive training models do
not allow for the opportunity to combine subject and
pedagogical content simultaneously and, thus, do not
include a teaching element from the beginning, and
this hinders the integration of the two. Therefore,
preservice teachers see themselves as professionals
rather than teachers (Schaefer & Clandinin, 2019).
The globalization and internationalization of our
world brought about the phenomenon of Englishization
(Lanvers & Hultgren, 2018) in all fields, particularly in
education. The spread of English has been significant,
and it has even become the language of instruction in
diverse educational levels (Feddermann et al., 2021;
Macaro et al., 2018). It is undeniable that this situation
has provoked great changes in language teaching and
testing around the world. Thus, it has caused a global
need for English language teachers, mainly in EFL
countries (Llurda, 2004). Consequently, there is still
a debate regarding what is better: whether to depend
on professionals whose first language is English as
the model in language teaching due to their culture
and language proficiency, or to trust EFL teachers
with their linguistic and pedagogical skills (Dervić &
Bećirović, 2019). In this regard, scholars tend to favor
the second option on the grounds that EFL lessons
are more linguistically varied and allow teachers
to switch codes when necessary. Nevertheless, the
discussion is still open due to the diversity of learning
contexts, but, undoubtedly, this is something that
has an impact on preservice EFL teachers’ TPI (Zhu
et al., 2020). Thus, beliefs about the teaching of EFL
affect the development of the professional identity of
EFL teachers and, given that identity is a construct
with a multiple, dynamic, and changing character,
teachers should be exposed to teaching experiences
that contribute to building a professional identity with
a sense of context awareness and with a multicultural
vision (Chacón, 2010; Ortaçtepe, 2015).
The dichotomy between teachers whose first language is English and those with another first language
and the theories behind it have a major discriminatory
impact on their careers. Therefore, labels such as native
vs. non-native should be reviewed against the negative
effects of degrading categories (Shin, 2008). The latter
group is aware of this debate and how employment
discrimination may affect them, mainly in the private
sector (Clark & Paran, 2007). Hence, it may impinge
on the way they develop their TPI. In this sense, it
is important to reinforce professional identity construction throughout their initial teacher education so
as to prevent possible burnout rates (Lu et al., 2019),
strengthen their competences (Roulston et al., 2018),
and reduce their anxiety and feelings of helplessness
and loneliness during preservice training and early
career development (Deng et al., 2018).
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Pérez-Gracia, Serrano-Rodríguez, & Pontes-Pedrajas
Teachers’ Professional Identity
Influencing Factors
TPI is not a static attribute, teachers continuously
develop and change their sense of self through looking
at and analyzing their daily professional practice and
their lives as teachers (Vokatis & Zhang, 2016). This TPI
construction process starts from the moment they made
the decision to become teachers (Donnini-Rodrigues
et al., 2018). Not only do they undergo variations in the
development of their skills, but they also modify their
conceptions of the teaching profession and its social
image (Torriente & Villardón-Gallego, 2018).
Scientific literature on this issue states that TPI
may be influenced by a wide range of aspects, both
personal and contextual as well as internal and external
(Rodrigues & Mogarro, 2019). First of all regarding the
personal aspects, there are studies that point out the
need for teachers to have a deep interest in their own
teaching-learning process and the ability to awake this
concern among their students (Leeferink et al., 2019),
have an intrinsic vocation for education to avoid possible
friction linked to motivation or commitment (Meijer
et al., 2011), be empathic and build a positive and solid
self-esteem as future teachers (Day, 2018), among others.
In addition, at the individual level, other independent
factors—such as gender—should be considered (Chang
& Lo, 2016; Nürnberger et al., 2016). Moreover, Egmir
and Celik (2019) suggested that educational beliefs
and teachers’ identities during initial teacher training
periods significantly differ in terms of variables such
as gender, field of knowledge, and degree. Focusing on
gender as one of the most debatable issue, some studies
highlight that differences between women and men
in the field of teaching exist and affect their attitudes
along their careers (Kapitanoff & Pandey, 2017). At first,
Monroy and Hernández-Pina (2014) did not find clear
evidence of any effect of gender on the development
of TPI. However, with the increasing interest in this
issue, later research projects have noted significant
differences in how men and women from different
120
fields of knowledge construct their TPI during their
initial teacher training process (e.g., Pérez-Gracia et
al., 2019). Along this line, Healey and Hays (2012) had
already done a study where the differences between
male and female participants with respect to aspects of
professional identity were evaluated. The results of the
discriminant analysis indicated gender differences in
the development of professional identity. An additional
regression analysis revealed a significant predictive
relationship between professional engagement and
professional identity development and orientation.
However, no recent long-term and large-scale studies
on EFL teachers’ TPI were found.
Secondly, contextual factors should be considered
within the training background. The placement period
included in the secondary education teacher training
master’s program is one of the aspects that has been
more widely analyzed since preservice teachers’
participation in teaching practicum gives them both
changes and challenges related to tasks such as planning
or coordination with colleagues (Leeferink et al., 2019).
Therefore, Yuan et al. (2019) state that “confronting
a new learning environment, student teachers are
likely to create new forms of identities through their
cognitive learning, social interactions and emotional
experiences” (p. 975). Consequently, they may start to
create an identity different from the one they already
have, and it will possibly influence their practice and
development. These dissonances sometimes help them
grew and reflect on their own professional learning.
Moreover, learning by doing with mentors and peers
as well as designing a professional project are decisive
in TPI building (Schaefer & Clandinin, 2019). Finally,
receiving specific training on pedagogy, psychology,
and teaching methodologies also contributes to the way
they feel dedicated to teaching (Tashma-Baum, 2014).
All in all, we believe this study is important to deeply
analyze how the participants understand TPI and which
aspects they believe contribute to its development. Thus,
the results could bring about the opportunity to critically
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?
reflect on the ways their training could be reinforced so
as to reduce the anxiety and lack of confidence caused
by the native vs. non-native dichotomy (Hashemi et al.,
2021). In addition, this study results in newness in diverse
issues: dualities on TPI construction among English as
a first language preservice teachers and non-English
as a first language preservice teachers, lack of studies
focused on TPI construction as well as the importance
of gender in TPI construction in this collective.
The objectives of this study are:
1. To identify the beliefs of a group of non-English
as a first language EFL preservice teachers about
TPI and its influencing factors.
2. To identify whether there are significant differences
between men and women in this regard.
3. If differences are found, to identify the factors
responsible for them.
Method
This is an empirical and descriptive study based on
the quantitative analysis of data collected over several
academic years within a master’s degree in secondary
education teacher training.
Participants
The sample was made up of 131 preservice
EFL teachers from six consecutive academic years
(2014–2020), 84% were women and 16% men. The
sampling technique applied was convenience sampling
(Emerson, 2015). Since participants were selected
based on availability and willingness to take part, they
participated voluntarily in the study. The average age
of the sample was 21.2. All participants were enrolled
in the master’s degree in secondary education teacher
training at Universidad de Córdoba (Spain). However,
their home university (where they carried out their
degree studies) were as follows: most of the participants
were from the Universidad de Córdoba (82%), while
9% were from other universities in Andalusia, 7% were
from other universities in Spain, and 2% were from
universities in other countries.
In Spain—and in other European countries
(Eurydice, 2018)—initial teacher education follows a
consecutive training model which focuses on training in
pedagogy. In the case of secondary education teachers,
people first need to hold a degree in a specific area such
as EFL and then, if they are interested in becoming
secondary education teachers, it is compulsory for them
to enroll in the master’s degree in secondary education
teacher training, which also includes a placement
period where preservice teachers are immersed in real
education contexts.
Instrument for Data Collection
This study was carried out using a questionnaire
designed on the basis of a previous qualitative study
(Pérez-Gracia et al., 2021). The instrument is made up
of 40 variables divided into two sections:
• Section 1 gathers information about the participants
regarding nine independent variables related to
various socio-demographic data, namely sex, age,
field of knowledge, degree studies, time since they
finished their degree studies, current employment
situation, teaching experience, length of teaching
experience, academic year in which they are enrolled
in the master’s degree.
• Section 2 corresponds to a five-point Likert scale
with response options varying from 1 (totally
disagree) to 5 (totally agree). It comprises 31 items
organised in four dimensions (D1, D2, D3, and D4)
related to the following respective aspects: D1 =
15 items on elements that globally characterize or
define the TPI; D2 = five items on the development
of the TPI in different stages of education; D3 = five
items on differences in the way teachers and other
professionals construct their professional identity,
and D4 = six items on the aspects that contribute
towards the development of the TPI.
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Pérez-Gracia, Serrano-Rodríguez, & Pontes-Pedrajas
However, for this study, two dimensions have been
chosen: Elements that globally characterize the TPI (D1)
and aspects that contribute towards the development
of TPI (D4). The decision was made to use these two
dimensions due to the scope of the journal as well as
because D1 and D4 respond to a more personal and
reflective perspective whereas the other dimensions
have to do with more professional and contextual issues
(Pérez-Gracia et al., 2019).
The instrument was validated in terms of content,
comprehension, and construct. Firstly, the content and
comprehension validity were carried out by a panel
of experts through a pilot study, so it was improved
regarding readability, internal consistency, and appropriateness of the scale. Then, after applying confirmatory
procedures, the panel demonstrated the instrument
has a satisfactory metric quality too. The indices show
that the adjustment of the proposed model is highly
appropriate, as the goodness of fit index (GFI) has a
value of 0.889, 0.872 for the adjusted goodness of fit
index (AGFI) and 0.773 for the parsimony goodness
of fit index (PGFI). The x2 has a value of 2.401. Finally,
the root mean square error of approximation (RMSEA)
shows that the model has a good fit, with an index of
0.05 (Lo = 0.046–Hi = 0.054), and the RMR is 0.044.
All in all, the instrument is solid and has a reliable
psychometric quality (0.879 Cronbach’s alpha).
Research Procedure
The data employed in this study were collected at
the beginning of the specific module of Complements to
Disciplinary Training of the master’s degree in secondary
education teacher training at the Universidad de Córdoba
(Spain). We chose this module because it deals with issues
regarding teachers’ professional profiles and development,
which is in alignment with TPI formation. This module
is taught in the first semester of the master’s studies, and
data were collected during face-to-face lessons.
Prior to data collection, students were informed
of the objective of the study and its importance. Then,
122
they were also told about the ethical issues such as the
anonymity, confidentiality, and privacy of their answers.
Only those students who were willing to participate
answered the questionnaire, which took them between
fifteen and twenty minutes.
Data Analysis
Diverse statistical treatments were applied in order
to achieve the objectives of the study. Firstly, based on
the first objective, descriptive analyses (mean values
and standard deviation) were applied in order to find
out non-English as a first language EFL preservice
teachers’ beliefs regarding TPI understanding as well
as its influencing aspects. These analyses were done
using SPSS V25.
Secondly, to be able to identify whether there were
significant differences among the participants based
on their gender in both dimensions of the instrument (Objective 2), we carried out the Permutational
Multivariate Analysis of Variance (PERMANOVA).
Finally, in order to discover the variables responsible for these significant differences, SIMPER (Similarity
Percentages) was applied so as to calculate the percentages of similarity/dissimilarity between the two levels
of the gender factor. Thus, it allowed us to determine
which items were responsible for the greatest proportion of gender differences among the variables on the
questionnaire that the PERMANOVA determined as
being significant. The PERMANOVA analysis was
done using PRIMER V6.
Results
This section presents the results based on the objectives of the study.
Trends in EFL Preservice
Teachers’ Beliefs on TPI
Considering the first objective, Table 1 presents
the participants’ beliefs about TPI and its influencing
factors.
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?
Table 1. EFL Preservice Teachers’ Beliefs on TPI
Dimension
D1: Elements
that globally
characterize
teachers’
professional
identity
D4: Aspects
that contribute
towards the
development
of teachers’
professional
identity
Mean
Standard
deviation
1a. Having an adequate capacity to teach
4.21
0.883
1b. Feeling a high level of commitment to the teaching profession
4.41
0.763
1c. Having solid training regarding education and teaching
4.17
0.776
1d. Building a positive self-image as an aspiring teacher
4.1
0.876
1e. Knowing how to adapt yourself to educational changes based
on the circumstances
4.4
0.677
1f. Using and mastering teaching communication techniques
4.44
0.703
1g. Showing an interest in knowing and understanding students
4.62
0.638
1h. Integrating information and communication technologies into
teaching
3.87
1.026
1i. Properly combining theory and practise about teaching
4.44
0.703
1j. Worrying about human relationships in the educational context
4.46
0.715
1k. Ability to manage class work and solve possible conflicts
4.63
0.599
1l. Having high self-esteem as a teacher
4.07
0.896
1m. Being an expert in one’s discipline
4.32
0.757
1n. Motivation to awaken the students’ interest in learning
4.76
0.528
1o. Adopting a reflective and self-critical attitude with regard to
teaching practice
4.42
0.733
4a. Longer placement period
4.21
0.977
4b. A broader psycho-pedagogical training during the master’s
degree
3.92
1.053
4c. The recognition and social evaluation of the teaching
profession
3.97
0.928
4d. The acquisition of new methodologies and the use of
educational resources
4.07
0.994
4e. Learning through experiences with other teaching
professionals
4.42
0.723
4f. The promotion of teacher motivation and the development of a
professional project
4.28
0.93
Variable
Note. Own elaboration.
Profile: Issues Teach. Prof. Dev., Vol. 24 No. 2, Jul-Dec, 2022. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 117-131
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Pérez-Gracia, Serrano-Rodríguez, & Pontes-Pedrajas
The first dimension, which refers to the participants’
understanding of TPI, shows that there is a high level
of agreement among participants since the frequency
rates are higher than 3.5.
The items with the highest frequency values are
related to motivating pupils during the teachinglearning process (1N, x = 4.76), the ability to manage
class work and solve possible conflicts (1K, x = 4.63),
showing interest in knowing and understanding
students (1G, x = 4.62), and worrying about human
relationships in the educational context (1J, x = 4.46).
On the other hand, the items with the lowest frequency,
and therefore, with the lowest rate of agreement have
to do with integrating information and communication
technologies (ICT) into teaching (1H, x = 3.87), having
high self-esteem as a teacher (1L, x = 4.07), building
a positive self-image as an aspiring teacher (1D, x =
4.1), and having a solid training regarding education
and teaching (1C, x = 4.17).
The frequencies of the responses in Dimension 4
(aspects that contribute to the development of TPI)
are slightly lower than in Dimension 1. The items
with the highest frequency refer to learning through
experiences with other teaching professionals (4E,
x = 4.42), the promotion of teacher motivation and
the development of a professional project (4F, x =
4.28), and a longer placement period (4A, x = 4.21).
However, the sample shows that a broader psychopedagogical training during the master’s degree (4B,
x = 3.92) and the recognition and social evaluation
of the teaching profession (4C, x = 3.92) are not that
important in the development of the participants’
TPI, and there is a lower rate of agreement in this
regard among preservice teachers.
Differences in Terms of Gender
Table 2 shows the results of the PERMANOVA
analysis intended to identify the possible significant
differences between the participating men and women
regarding TPI understanding and influencing factors.
124
Table 2. Results of PERMANOVA
According to Gender
Variable
Gl
Sc
F
p
1
188.91
3.438
0.004
Residues
129
7088.5
-
-
Total
130
7277.4
Sex
Note. Own elaboration.
PERMANOVA results (Table 2) show that the
independent variable sex significantly affects the way
participants respond to the items on the scale in both
dimensions (men and women respond differently; F
= 0.438; p = 0.004). Finally, Table 3 shows the items
responsible for these gender differences.
The results of the SIMPER analysis (Table 3)
show an average dissimilarity of 11.03 between men
and women. This difference is mainly owing to the
following items:
• 4D: The acquisition of new methodologies and the
use of educational resources (6.56%)
• 4B: A broader psycho-pedagogical training during
the master’s degree (6.49%)
• 4A: A longer placement period (6.36%)
• 4F: The promotion of teacher motivation and the
development of a professional project (6.06%)
• 1H: Integrating ICT into teaching (5.99%)
• 1B: Feeling a high level of commitment to the
teaching profession (5.54%)
• 4C: The recognition and social evaluation of the
teaching profession (5.33%)
• 1D: Building a positive self-image as an aspiring
teacher (5.22%)
• 1A: Having an adequate capacity to teach (5.19%)
Women showed higher frequency levels than men
in all of these items with the exception of 1A where the
frequency was reversed. Moreover, most of the items
responsible for the differences in terms of sex belong
to the dimension about the aspects that contribute to
the construction of TPI.
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?
Table 3. Contribution of Each Item to the Dissimilarity Between Men and Women
Average dissimilarity = 11.03
Women
Men
Item
Mean
Mean
Av. Diss.
Contr. %
Cum. %
4
4d
4.18
3.48
0.72
6.56
6.56
4
4b
3.99
3,52
0.72
6.49
13.04
4
4a
4.28
3.86
0.70
6.36
19.40
4
4f
4.38
3.76
0.67
6.06
25.46
1
1h
3.91
3.67
0.66
5.99
31.45
1
1b
4.53
3.81
0.61
5.54
36.99
4
4c
4.03
3.67
0.59
5.33
42.32
1
1d
4.17
3.71
0.58
5.22
47.55
1
1a
4.20
4.24
0.57
5.19
52.74
1
1l
4.13
3.76
0.55
5.00
57.74
1
1c
4.23
3.86
0.50
4.54
62.28
Dimension
1
1j
4.52
4.14
0.48
4.37
66.65
1
1f
4.49
4.14
0.47
4.27
70.92
1
1i
4.51
4.10
0.46
4.20
75.12
1
1m
4.32
4.33
0.46
4.19
79.32
1
1o
4.45
4.24
0.46
4.13
83.44
4
4e
4.43
4.38
0.41
3.70
87.15
1
1e
4.43
4.29
0.39
3.57
90.72
Note. Own elaboration.
Discussion and Conclusions
Considering the relevance of how language teachers
shape their TPI (Trejo-Guzmán & Mora-Vázquez, 2018),
this research aims to make a contribution to educational
research on initial teacher training from a gender
perspective that contemplates various aspects of the way
in which non-English as a first language EFL preservice
teachers build their TPI. Specifically, it examines how
non-English as a first language EFL preservice teachers
understand the concept of TPI and which aspects they
think may modify it. Additionally, it shows that there
are differences in the participants’ beliefs in terms of
gender. Hence, this study is a new contribution to TPI
field of research since there are no previous studies in
which an independent variable such as gender has been
analyzed as responsible for differences in non-English
as a first language EFL future teachers’ beliefs. Most of
the studies focused on TPI have considered external
variables such as participants’ previous experience
and training or their field of knowledge and devoted
less attention to internal and personal variables such
as gender or age.
This group of future teachers who have followed
a consecutive training model is sensitive for diverse
reasons, but mainly, due to the controversy that still
exists in non-EFL countries regarding the aptitude of
EFL teachers (native vs. non-native). Therefore, not only
it is decisive to know in depth how they perceive the
Profile: Issues Teach. Prof. Dev., Vol. 24 No. 2, Jul-Dec, 2022. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 117-131
125
Pérez-Gracia, Serrano-Rodríguez, & Pontes-Pedrajas
meaning and influence of TPI during their initial training
so as to strengthen their social image, self-esteem, and
commitment to the profession in their near future (Yuan
et al., 2019; Zhu et al., 2020), but it is also necessary to
study how the native vs. non-native dichotomy affects
their TPI development in more detail while paying
specific attention to those future teachers whose first
language is not English. Thus, future research may
explore and analyze this issue considering its impact
on teachers’ professional development.
To start with the first research objective, this study
shows that preservice teachers already have their own
conceptions and beliefs regarding TPI, although their
previous experience in education is limited. There is a
broad degree of agreement among participants since
they broadly relate the understanding of TPI to being
motivated to awaken students’ interest in learning,
having the ability to manage their classrooms and solve
interpersonal conflicts, and being concerned about
interpersonal relationships in educational contexts.
These results coincide with previous studies (Leeferink et
al., 2019; Meijer et al., 2011) that point out the connection
between TPI and the attitude with which preservice and
in-service teachers face their training and professional
development. However, the participants did not agree
to a great extent that the use of ICT or receiving good
training in education and teaching has anything to do
with their identity as teachers. Nor did they concur
that building a positive image as an aspiring teacher
and developing a high self-esteem had anything to do
with TPI. These last results are not in line with Day
(2018) and Torriente and Villardón-Gallego (2018), who
clearly identified emotional wellbeing and resilience as
framing TPI and teacher social prestige as a determining
factor in identity and quality of education. This leads
us to think that research on TPI should be focused
and approached by areas of specialization since its
construction changes depending on the group.
As for Dimension 1, participants did not show values
of agreement as high as in Dimension 4. However,
126
they were consistent in believing that learning through
experiences with other teaching professionals (their
future colleagues), developing a professional project,
and the placement period were the most decisive factors
in TPI construction. These outcomes agree with other
studies such as the ones carried out by Yuan et al. (2019),
Schaefer and Clandinin (2019), and Deng et al. (2018),
who emphasized the importance of practicum to solve
the numerous dilemmas and internal conflicts that
preservice teachers have regarding classroom authority
vs. the ethic of caring, feeling part of an institution vs.
feeling like a stranger, seeing themselves as teachers or
other professionals, and dichotomies regarding teaching
approaches. In this sense, the literature confirms that the
first experience student teachers have in real educational
contexts is conclusive in making them feel committed
and engaged with their professional career. In contrast
the participants in this study did not clearly associate
broader psycho-pedagogical training and the social
status of the teaching professions with TPI influencing
factors. These ideas dissent with other studies—such as
the one by Day (2018)—since the scholars noted that
preventing training needs and teaching social status
directly contribute to the development of their identity
as soon-to-be-teachers.
The second and third objectives could be discussed
together. This study shows that there are significant
differences between how non-English as a first language
EFL preservice teachers respond to the questionnaire in
term of their gender, that is, men and women answered
differently as has already been highlighted in previous
studies but in different fields of knowledge, not in EFL.
This coincides with a previous study done on future
science and technology teachers in which gender was
also determinant (Pérez-Gracia et al., 2019) and with
Egmir and Celik (2019), who proved that preservice
teachers’ educational beliefs and identities significantly
diverge in terms of gender. Moreover, this study also
agrees with the perspectives and insights of Kapitanoff
and Pandey (2017), who put emphasis on the existence of
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?
social stereotypes that indicate a progressive process of
feminization of the teaching profession. However, these
previous studies do not provide detailed information on
the aspects of TPI construction about which men and
women think differently. Therefore, the present study
goes further in this regard, and it also contributes to the
lack of evidence indicated by Monroy and HernándezPina (2014).
The level of agreement is higher for women than
for men in most of the variables. The items in which
men and women differ more are mainly related to
the aspects that contribute to TPI construction and
development whereas there is higher consistency with
respect to Dimension 1.
Differences are more pronounced in issues related
to the use of educational resources, psycho-pedagogical
training, the need for a longer placement period, and
the promotion of teacher motivation and development
of a professional project. It seems that the participants
are not quite sure that these aspects are related to TPI
since they have low frequency values in the descriptive
analyses too.
All in all, one of the most relevant facts is that
future non-English as a first language EFL teachers
showed an interest in the development of a professional
teaching identity from the very beginning of their
training and that their belief of TPI is closely linked to
the interest in acquiring professional skills appropriate to
improve the teaching and learning processes throughout
the placement period (Yuan et al., 2019). Therefore,
from these results we can infer the need to rethink
the curriculum of this master’s degree and strengthen
the work towards an adequate construction of TPI to
improve future teachers’ confidence and commitment.
Moreover, identity and language build each other
through a complex process, where identity is founded
as a changing, multifaceted, and dynamic construct
that arises from the interaction of the individual with
their environment. This fact also has pedagogical
implications for initial teacher training programs in
our current context (Chacón, 2010). In this respect,
the results of various investigations of TPI in early
career EFL teachers show that academic transitions,
the link with the English language, teacher training
programs as well as the professional culture in the work
environment have a major impact on the formation of
their professional identity (Trejo-Guzmán & MoraVázquez, 2018). However, what is unique about this
study is that it includes one more aspect to consider
when designing curriculum and training programmes
for EFL future teacher, namely, gender. It cannot be
part of the hidden curriculum but the results of the
present research point to the need to reinforce different
formative aspects in men and women during their
periods as student teachers since it seems they may
interpret TPI and the importance of its development in
different ways. Finally, incorporating reflection activities
in various parts of the specific master’s degree module
to reinforce their confidence and self-esteem could be
determinant too.
Note that the data is the result of the participants’
self-perceptions, which may be a limitation due to
subjectivity. Therefore, there could be varied beliefs
about the same fact depending on the context where
the instrument is applied. However, it could also be
seen as a positive point since it gives us first-hand
information on how the participants understand TPI
and its construction process (Gutiérrez-Castillo &
Cabrero-Almenara, 2016).
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Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?
About the Authors
Elisa Pérez-Gracia has a PhD in Languages and Cultures. She works as an associate professor in the
Faculty of Education at the Universidad de Córdoba (Spain). Her main research interests are initial teacher
training, teachers’ professional identity, intercultural and inclusive education, and bilingual education.
Rocío Serrano-Rodríguez is an associate professor in the Faculty of Education at the Universidad de
Córdoba. She teaches at the degrees of Primary Education and Early Years Education. Her research interests
are initial teacher training, competences development, and teacher training needs.
Alfonso Pontes-Pedrajas holds a PhD in Physics. However, he has a solid and rigorous career in the
education field. He is an expert in teacher training, and he devotes most of his research to this issue. He
works as a professor and researcher at the Universidad de Córdoba.
Profile: Issues Teach. Prof. Dev., Vol. 24 No. 2, Jul-Dec, 2022. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 117-131
131