Reflecting to Become: A Collaborative Autoethnography of Professional Identity Construction in ELT Practicums

Professional identity has been a touchstone in analyzing pre-service English teachers' agency in complex contexts such as the Colombian scenario in which policies and discourses are multivocal and problematic. This study analyzes how preservice English teachers construct their professional identities, focusing on the emotional and belief-driven dimensions that emerge during the practicum phases. Researchers conducted a collaborative autoethnographic approach within a thematic analysis and research tools such as journey plots and identity mapping were used to examine the participants’ experiences, emotions, and beliefs. The findings reveal that personal patterns, such as reflection and motivation, alongside contextual elements, like institutional support and peer interactions, play a critical role in professional identity construction. Additionally, the results highlight the importance of reflective practicums for enabling preservice English teachers to navigate their roles as educators with greater awareness and confidence. Therefore, it addresses a gap in the limited literature on teacher identity in Colombia, this research provides insights that could inform teacher education programs and support policies fostering identity development in preservice teachers. DOI: https://doi.org/10.52783/rcp.1223