Preservice student teachers’ identity development through mentoring: a barkhuizen and strauss’ framework

Simple item page
dc.audiencegeneralPublic
dc.contributorSánchez Hernández, Verónica
dc.contributor.advisorSánchez Hernández, Verónica; 0000-0002-3894-2250
dc.contributor.authorBarranco Santiago, Irais Miriam
dc.date.accessioned2026-07-08T19:01:26Z
dc.date.available2026-07-08T19:01:26Z
dc.date.issued2026-01
dc.description.abstract"Preservice Student Teachers enter the profession with deeply rooted assumptions of teaching shaped by their experiences as students. As they transition from learners to educators, mentoring becomes essential in guiding them through the complex process of professional identity formation. Mentoring provides a reflective space not only for pedagogical competence, but also for social negotiation. This study, conducted at the Facultad de Lenguas of the Benemérita Universidad Autónoma de Puebla, explores how mentoring influences the professional identity of two preservice student teachers with middle school learners from socioeconomically disadvantaged backgrounds. Following Barkhuizen and Strauss’ (2020) framework, this research investigates what facets of professional identity (reflecting, projecting, recognizing, and imagining identities) are present during different mentoring moments: before, during, and after class observation. Anchored in interpretivist and constructivist paradigms (Oliver, 2024), this study views mentoring as a socially mediated process where mentors and preservice student teachers (PSTs) co-construct professional meaning. This research found that the most common facet found before observation was reflecting identity due to their apprenticeship of observation. Preservice student teachers have spent many years with a student identity, that moving to teacher's identity may take some time with several moments of frustration. Furthermore, during the observation moment the facets of reflecting, projecting, recognized appeared gradually. More imagining identity was present once PST noticed what they should improve to have a better teaching practice in the reflection moments. They highlighted the importance of constant professional development".
dc.folio20260121144132-0735-T
dc.formatpdf
dc.identificator4
dc.identifier.urihttps://hdl.handle.net/20.500.12371/33368
dc.language.isoeng
dc.matricula.creator223462010
dc.publisherBenemérita Universidad Autónoma de Puebla
dc.rights.accesopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0
dc.subject.classificationHUMANIDADES Y CIENCIAS DE LA CONDUCTA
dc.subject.lccTeoría y práctica de la educación--Formación de docentes y administradores--Formación continua del profesorado
dc.subject.lccTeoría y práctica de la educación--Formación de docentes y administradores--Mentores
dc.subject.lccMaestros de inglés--Formación de--Estudio de casos
dc.subject.lccMaestros de inglés--Formación en servicio
dc.thesis.careerMaestría en la Enseñanza del Inglés
dc.thesis.degreedisciplineÁrea de Ciencias Sociales y Humanidades
dc.thesis.degreegrantorFacultad de Lenguas
dc.thesis.degreetoobtainMaestro en la Enseñanza del Inglés
dc.titlePreservice student teachers’ identity development through mentoring: a barkhuizen and strauss’ framework
dc.typeTesis de maestría
dc.type.conacytmasterThesis
dc.type.degreeMaestría
Files
Original bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
20260121144132-0735-T.pdf
Size:
2.1 MB
Format:
Adobe Portable Document Format
Download
Name:
20260121144132-0735-CARTA.pdf
Size:
504.09 KB
Format:
Adobe Portable Document Format
Collections
Tesis de Maestría