Licenciatura en Lenguas Extranjeras · 2025

The Lived Experience of a Public-School Language Teacher

This narrative inquiry explores how an English teacher constructed her professional identity while living and working in a public school in Medellín, Colombia. Throughout the study of experience through story, the researchers are able to identify how various experiences, such as her personal history, emotional connections to teaching, decisions made in teaching and contextual variables have collectively had an impact on her identity as a teacher throughout the years. Research methods included four in-depth interviews, informal conversations with the participant and journals kept by the researchers while making the practicum over the course of one and a half years. Thematic organization and theoretical constructs of teacher identity, agency, turning points, professional growth and gamification were used to guide the analysis of the data. Findings indicate that the formation of teacher identity within public education is heavily influenced by and shaped through relationships, emotions, and context. These participant's experiences highlight the idea that becoming a teacher is an ongoing evolution that is shaped by resilience, care towards students, and a preference for critical reflection and leaving a legacy.

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