An exploration of the development of student-teacher autonomy and the role of professional identity and mentoring: A case study of ESOL trainees in a northern university in Mexico

Abstract

Research on teacher autonomy, professional identity and mentoring of student-teachers and novice teachers has influenced the field of teacher education as evidenced by their inclusion in the research agendas of the two most important associations of English teachers around the world: TESOL and IATEFL. Because of this, higher education institutions offering teacher training programmes seem to be concerned with fostering both learner and teacher autonomy and with aiding in the construction of a positive and strong professional identity. To achieve this, universities have added to the curricula of their teaching training programmes the element of mentoring, as it has been demonstrated through the literature that it affects the development of both autonomy and identity in teachers (Galbraith, 2003; McKimm et al, 2003; Harrison et al, 2005; Larose et al, 2005; Walkington, 2005; Mullen, 2012; Izadinia, 2015).

However, the focus of research on these areas has been on learners and teachers but there seems to be little empirical evidence regarding student-teachers. Student-teachers hold a strong learner identity at the same time that their identity as teachers starts to develop. The way both identities are shaped and re-shaped could have an impact on their teaching practice and therefore on the development of their autonomy as student-teachers, as teachers and as students.

Hence, given the importance of these areas and the apparent gap in researching student-teachers, this study attempts to explore the ways in which student-teacher autonomy may be impacted by the development of their professional identity through the different types of mentoring that might occur during their teaching practicum. Data was gathered from four cohorts of student-teachers during the practicum stage of a B.A. in English programme in the north of Mexico between January 2015 and December 2016.

Findings suggest that autonomy may develop in student-teachers during practicum and that it seems to run in parallel with the shaping and re-shaping of their identity. In addition, findings show that mentoring and context seem to play a secondary role in the development of student-teacher autonomy compared to the influence that identity has.

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