Language-Teacher Professional Identity: Focus on Discontinuities from the Perspective of Teacher Affiliation, Attachment and Autonomy

摘要: This chapter describes the investigation of language teachers’ professional-identity trajectories through an analysis discontinuities (interruptions), as inspired by Herbart and Dewey, such encounters with difference, unfamiliarity or disagreement. The paper discusses a four-year qualitative study that investigates experiences four pre-service teachers from Poland throughout their training course year following course. Drawing on proposed Three-A Teacher Identity Framework (3ATIF) comprising willingness to teach English (Affiliation), beliefs related teaching (Attachment), agentive-reflective powers (Autonomy), traces participants’ identity formation students time after completion training. It focuses what happened various participants: one who wanted become teacher managed do so, did not want but took up job anyway, dropped out never really be one. procedure working material is “analysis narratives” followed “narrative analysis” (Polkinghorne, 1995). reveals how complex can be, questions existence clear dichotomies in professional argues for may initiate new direction learning psychology.