<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-053X</journal-id>
<journal-title><![CDATA[Cuadernos de Lingüística Hispánica]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. linguist. hisp.]]></abbrev-journal-title>
<issn>0121-053X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-053X2021000200169</article-id>
<article-id pub-id-type="doi">10.19053/0121053x.n38.2021.11205</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Dynamic Process of Student-Teachers' Construction of Identity as Future Teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[El proceso dinámico de construcción de identidad estudiante-profesores como futuros profesores]]></article-title>
<article-title xml:lang="fr"><![CDATA[Le processus dynamique de construction de l'identité des élèves-enseignants en tant que futurs enseignants]]></article-title>
<article-title xml:lang="pt"><![CDATA[O processo dinâmico de construção da identidade de estudantes-professores como futuros professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres Cepeda]]></surname>
<given-names><![CDATA[Nancy María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Holguín]]></surname>
<given-names><![CDATA[Bertha Ramos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia (UPTC)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>38</numero>
<fpage>169</fpage>
<lpage>188</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-053X2021000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-053X2021000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-053X2021000200169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper reports the findings of a qualitative narrative-inquiry study aimed at exploring what English as a Foreign Language (EFL) student-teachers' life stories revealed about their identity construction as future teachers. The project was carried out with eighth-semester student-teachers from a public university in Tunja, Boyacá (Colombia). Hence, the data collection drew upon written life stories and in-depth interviews. The findings suggest that critical factors helped student-teachers construct their identities as future EFL teachers. These factors are all tied to the student-teachers' previous experiences as language learners themselves, a connection and affiliation they established with their teacher-educators as projected images they have of themselves as future teachers. Moreover, real teaching experiences were opportunities for student-teachers to make sense of the myriad of issues in education, which made them develop positions towards education as future teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los hallazgos de un estudio narrativo cualitativo que tuvo como objetivo explorar lo que las historias de vida de los profesores en formación de Inglés como Lengua Extranjera (EFL) pudieran revelar acerca de su construcción de identidades como futuros maestros. Este estudio se llevó a cabo entre estudiantes de octavo semestre de la Universidad Pedagógica y Tecnológica de Colombia. Por tanto, la recopilación de datos se basó en historias de vida escritas y entrevistas en profundidad. Los hallazgos sugieren que hay algunos factores críticos que ayudaron a los profesores en formación a construir sus identidades como futuros profesores de Inglés como Lengua Extranjera. Estos factores están ligados a las experiencias previas que los profesores en formación vivieron como aprendices de idiomas, y la conexión y afiliación que establecen con sus educadores como imágenes proyectadas que ellos tienen de sí mismos como futuros profesores. Además, las experiencias reales de enseñanza fueron oportunidades para que los profesores en formación construyeran sentido de los innumerables asuntos que fluctuaban en la educación, lo que los hizo desarrollar posturas hacia la educación como futuros maestros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article est le résultat d'une étude narrative qualitative qui visait à explorer ce que les histoires de vie des professeurs d'anglais langue étrangère en formation pourraient révéler sur leur construction d'identité en tant que futurs enseignants. Cette étude a été menée auprès d'étudiants du huitième semestre de l'Université pédagogique et technologique de Colombie. Par conséquent, le recensement de données eut comme point de départ des histoires de vie écrites et des entretiens approfondis. Les résultats suggèrent que certains facteurs critiques ont aidé les enseignants en formation à construire leur identité en tant que futurs professeurs d'anglais langue étrangère. Ces facteurs sont liés aux expériences antérieures des enseignants en formation professionnelle en tant qu'apprenants en langues, et au lien et à l'affiliation qu'ils établissent avec leurs enseignants en tant qu'images projetées qu'ils ont d'eux-mêmes comme futurs enseignants. En outre, les expériences d'enseignement réelles ont été l'occasion pour les stagiaires-enseignants de comprendre la quantité de questions fluctuantes dans le domaine de l'éducation, ce qui leur a fait développer des attitudes à l'égard de l'éducation en qualité de futurs enseignants.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados de um estudo narrativo qualitativo que teve como objetivo explorar o que as histórias de vida de professores de Inglês como Língua Estrangeira (EFL) em formação poderiam revelar sobre sua construção de identidades como futuros professores. Este estudo foi realizado com alunos do oitavo semestre da Universidade Pedagógica e Tecnológica da Colômbia. Portanto, a coleta de dados baseou-se em histórias de vida escritas e entrevistas em profundidade. Os resultados sugerem que existem alguns fatores críticos que ajudaram os professores em formação a construir suas identidades como futuros professores de Inglês como Língua Estrangeira. Esses fatores estão ligados às experiências anteriores que os professores em formação tiveram como alunos de línguas e à conexão e afiliação que estabelecem com seus educadores como imagens projetadas que eles têm de si mesmos como futuros professores. Além disso, as experiências reais de ensino foram oportunidades para os professores de formação inicial darem sentido às inúmeras questões flutuantes na educação, o que os fez desenvolver atitudes em relação à educação como futuros professores.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[identity]]></kwd>
<kwd lng="en"><![CDATA[teacher identity]]></kwd>
<kwd lng="en"><![CDATA[life stories]]></kwd>
<kwd lng="en"><![CDATA[English as a Foreign Language]]></kwd>
<kwd lng="en"><![CDATA[student-teachers]]></kwd>
<kwd lng="en"><![CDATA[agency]]></kwd>
<kwd lng="es"><![CDATA[identidad]]></kwd>
<kwd lng="es"><![CDATA[identidad del maestro]]></kwd>
<kwd lng="es"><![CDATA[historias de vida]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[profesores en formación]]></kwd>
<kwd lng="es"><![CDATA[agenciamiento]]></kwd>
<kwd lng="fr"><![CDATA[identité]]></kwd>
<kwd lng="fr"><![CDATA[identité des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[histoires de vie]]></kwd>
<kwd lng="fr"><![CDATA[anglais langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[enseignants en formation]]></kwd>
<kwd lng="fr"><![CDATA[agencement]]></kwd>
<kwd lng="pt"><![CDATA[identidade]]></kwd>
<kwd lng="pt"><![CDATA[identidade docente]]></kwd>
<kwd lng="pt"><![CDATA[histórias de vida]]></kwd>
<kwd lng="pt"><![CDATA[Inglês como língua estrangeira]]></kwd>
<kwd lng="pt"><![CDATA[professores em formação]]></kwd>
<kwd lng="pt"><![CDATA[agência]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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