Abstract

This study was designed to understand the multi-layered aspects and conflicts that shaped the identity development of English language pre-service teachers in Chile. This longitudinal, multiple case study research investigated the identity trajectories of seven EFL Chilean pre-service teachers over an 18-month period. Data were drawn from a range of sources, including semi-structured interviews, analysis of recorded lessons, and pedagogical artefacts. Framed by a sociocultural perspective, student teachers' perezhivanie and lived experiences were examined. This work found that the transition to a developed English language teacher identity was a slow and recursive process and shaped by multiple interactions and situations of conflict in practice. Strong and conflicting emotions of joy, self-fulfilment and frustration, anxiety, and self-doubts were recurrent. These findings contribute to the understanding of how English language teacher identity is developed in the Global South.