First Time in the Classroom: Imagined and Negotiated Language Teacher Identities of Non-Education Degree Students in Voluntary Practicum

Abstract

Language teacher identity (LTI) research has primarily focused on pre-service and in-service teachers, with limited attention to how non-education degree students develop teacher identities in alternative certification programmes. This study uses the communities of practice framework and Wenger's dual process of identity formation to explore the imagined and negotiated identities of 14 English Literature students during an 8-week voluntary practicum. Data from interviews and reflective tasks reveal that participation in the community helps students actively shape their teacher identities. Personal biographies, prior teaching experiences, and professional interactions also influence this process. The findings show both alignment and divergence between imagined and negotiated identities, offering insights into LTI development for non-education students and the effectiveness of alternative certification pathways. The results have implications for designing tailored support and training to foster identity development of teacher candidates in such programmes, enhancing their preparation for teaching roles.