A Narrative Inquiry Into Pre-Service English Teachers’ Temporal Investments in Their Initial Education Curriculum

Main Article Content

María Cristina Sarasa


This paper originates from a narrative inquiry into English teachers’ identity carried out with 24 undergraduates at an Argentinean university English as an international language teacher education program. Grounded in a narrative conceptualization of identity, this enquiry gathered participants’ storied field texts that were analyzed narratively. This paper explores how students’ narratives disclosed the exercise of their agency concerning the program’s curriculum by deciding how and when (not) to invest, reinvest, or divest their personal time in scheduled courses. We problematize these categories originating in undergraduates’ narratives, connecting them to literature in the field of curriculum. The conclusion suggests the implications these situated findings entail for English as an international language teacher education curriculum and research.

Article Details

How to Cite
SarasaM. C. (2017). A Narrative Inquiry Into Pre-Service English Teachers’ Temporal Investments in Their Initial Education Curriculum. HOW Journal, 24(1), 27-43. https://doi.org/10.19183/how.24.1.337
Research Reports
Author Biography

María Cristina Sarasa, Departamento de Lenguas Modernas, Centro de Investigaciones Multidisciplinarias en Educación (CIMEd--CLACSO), Facultad de Humanidades, Universidad Nacional de Mar del Plata, Argentina

María Cristina Sarasa is a full time tenured EIL teacher educator in the Department of Modern Languages and a researcher with the Centro de Investigaciones Multidisciplinarias en Educación (CIMEd, CLACSO affiliated member center) in the School of Humanities, Universidad Nacional de Mar del Plata, Argentina.


Álvarez, Z., Porta, L., & Sarasa, M. C. (2010). Una exploración del rol de los mentores en las trayectorias profesionales de los buenos docentes universitarios. Praxis Educativa, 14(14), 42-48.

Barahona, M. (2016). English language teacher education in Chile: A cultural historical activity theory. New York, US: Routledge.

Britzman, D. P. (1996). Pedagogy and transference: Casting the past of learning into the presence of teaching. Theory into practice, 35(2), 117-123. https://doi.org/10.1080/00405849609543711.

Bruner, J. (1991). The narrative construction of reality. Critical inquiry, 18(1), 1-21. https://doi.org/10.1086/448619.

Camilloni, A. (2001). Modalidades y proyectos de cambio curricular. In A. Pulpeiro, N. Schuster, & J. Milei (Chair), Aportes para el cambio curricular en Argentina 2001 (pp. 23-52). Buenos Aires, AR: Universidad de Buenos Aires.

Camilloni, A. (2013). La inclusión de la educación experiencial en el currículo universitario. In G. Menéndez (Ed.), Integración docencia y extensión: otra forma de enseñar y de aprender (pp. 11-21). Santa Fe, AR: Universidad Nacional del Litoral.

Clandinin, D. J., & Caine, V. (2013). Narrative inquiry. In A. A. Trainor & E. Graue (Eds.), Reviewing qualitative research in the social sciences (pp. 166-179). New York, US: Routledge.

Clandinin, D. J., Cave, M. T., & Cave, A. (2011). Narrative reflective practice in medical education for residents: composing shifting identities. Advances in Medical Education and Practice, 2, 1-7.

Clandinin, D. J., Downey, C. A., & Huber, J. (2009). Attending to changing landscapes: Shaping the interwoven identities of teachers and teacher educators. Asia-Pacific Journal of Teacher Education, 37(2), 141-154. https://doi.org/10.1080/13598660902806316.

Clandinin, D. J., & Murphy, M. S. (2009). Comments on Coulter and Smith: Relational ontological commitments in narrative research. Educational Researcher, 38(8), 598-602. https://doi.org/10.3102/0013189X09353940.

Clandinin, D. J., Steeves, P., & Chung, S. (2008). Creando espacios de investigación narrativa en la formación del profesorado. In L. Porta & M. C. Sarasa (Eds.), Formación y desarrollo de la profesión docente en el profesorado: las buenas prácticas y sus narrativas (pp. 59-83). Mar del Plata, AR: Universidad Nacional de Mar del Plata.

Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14. https://doi.org/10.3102/0013189X019005002.

Connelly, F. M., & Clandinin, D. J. (1994). Telling teaching stories. Teacher Education Quarterly, 21(1), 145-158.

Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 477-487). Mahwah, US: Lawrence Erlbaum.

Constantino, T. E. (2008). Constructivism. In L. M. Given (Ed.), The SAGE encyclopaedia of qualitative research methods (Vols. 1 & 2, pp. 116-119). Los Angeles, US: SAGE.

Cortazzi, M. (2001). Narrative analysis in ethnography. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography (pp. 384-395). London, UK: SAGE. https://doi.org/10.4135/9781848608337.n26.

Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, US: SAGE.

Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston, US: Pearson.

Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56. https://doi.org/10.1017/S0267190514000191.

Davini, M. C. (2015). La formación en la práctica docente. Buenos Aires, AR: Paidós.

Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R., & Mujtaba, T. (2006). Variations in teachers’ work, lives and effectiveness (Research Report No. 743). London, UK: Department for Education and Skills.

De Alba, A. (1998). Curriculum: crisis, mito y perspectivas. Buenos Aires, AR: Miño & Dávila.

De Laurentis, C., Porta, L., & Sarasa, M. C. (2013). La formación del profesorado de inglés: espacios de indagación narrativa. Arena, 3(1), 1-22.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The SAGE handbook of qualitative research. Thousand Oaks, US: SAGE.

Dewey, J. (1916/1930). Democracy and education: An introduction to the philosophy of education. New York, US: The MacMillan Company.

Early, M., & Norton, B. (2012). Language learner stories and imagined identities. Narrative Inquiry, 22(1), 194-201. https://doi.org/10.1075/ni.22.1.15ear.

Gimeno Sacristán, J. (1998). El currículum: una reflexión sobre la práctica. Madrid, ES: Morata.

Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257. https://doi.org/10.2307/40264518.

Johnson, K. E., & Golombek, P. R. (2002). Inquiry into experience: Teachers’ personal and professional growth. In K. E. Johnson & P. R. Golombek (Eds.), Teachers’ narrative inquiry as professional development (pp. 1-14). Cambridge, UK: Cambridge University Press.

Johnson, K. E., & Golombek, P. R. (2011). The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3), 486-509.

Kyndt, E., Berghmans, I., Dochy, F., & Bulckens, L. (2014). ‘Time is not enough.’ Workload in higher education: A student perspective. Higher Education Research & Development, 33(4), 684- 698. https://doi.org/10.1080/07294360.2013.863839.

Maggio, M. (2013, April 22). Qué temas o problemas deberían formar parte de la agenda de TIC y Educación en Iberoamérica. Presented at the Jornadas sobre TIC y educación, Buenos Aires, Argentina. Retrieved from http://www.ibertic.org/temasagenda2.php.

McAdams, D. P. (2008). The life story interview. Evanston, US: Northwestern University.

McAdams, D. P. (2013a). Life authorship: A psychological challenge for emerging adulthood, as illustrated in two notable case studies. Emerging Adulthood, 1(2), 151-158. https://doi.org/10.1177/2167696813481774.

McAdams, D. P. (2013b). The psychological self as actor, agent, and author. Perspectives on Psychological Science, 8(3), 272-295. https://doi.org/10.1177/1745691612464657.

McAdams, D. P., Hanek, K. J., & Dadabo, J. G. (2013). Themes of self-regulation and self-exploration in the life stories of religious American conservatives and liberals. Political Psychology, 34(2), 201-219. https://doi.org/10.1111/j.1467-9221.2012.00933.x.

McAdams, D. P., & Pals, J. L. (2006). A new Big Five: Fundamental principles for an integrative science of personality. American Psychologist, 61(3), 204-217. https://doi.org/10.1037/0003-066X.61.3.204.

Nieto Cruz, M. C., & Cárdenas, M. L. (2015). Editorial. PROFILE Issues in Teachers’ Professional Development, 17(1), 7-9. https://doi.org/10.15446/profile.v17n1.48168.

Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409- 429. https://doi.org/10.2307/3587831.

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Pearson.

Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol, UK: Multilingual Matters.

Norton, B., & Early, M. (2011). Researcher identity, narrative inquiry, and language teaching research. TESOL Quarterly, 45(3), 415-439.

Norton, B., & McKinney, C. (2011). An identity approach to second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 73-94). London, UK: Routledge.

Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(04), 412-446. https://doi.org/10.1017/S0261444811000309.

Patterson, G. (2006). I am one of the people. In G. Patterson (Ed.), Lapsed Protestant (pp. 9-11). Dublin, IE: New Island.

Pope, R. (1995). Textual intervention. London, UK: Routledge.

Porta, L., & Sarasa, M. C. (Eds.). (2008). Formación y desarrollo de la profesión docente en el profesorado: las buenas prácticas y sus narrativas. Mar del Plata, AR: Universidad Nacional de Mar del Plata.

Renart, L., & Banegas, D. L. (Eds.). (2013). Roots & routes in language education: Bi/multi/plutilingualism, interculturality and identity (Selected papers from the 38th FAAPI Conference). Buenos Aires, AR: FAAPI-APIBA.

Richardson, L., & St. Pierre, E. A. (2005). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 959-978). Thousand Oaks, US: SAGE.

Ricoeur, P. (2004). Tiempo y narración I: configuración del tiempo en el relato histórico. Buenos Aires, AR: Siglo XXI.

Riessman, C. K. (Ed.). (1993). Narrative analysis (Vol. 30). Thousand Oaks, US: SAGE.

Roulston, K. J. (2008). Conversational interviewing. In L. M. Given (Ed.), The SAGE encyclopaedia of qualitative research methods (Vols. 1 & 2, pp. 128-130). Los Angeles, US: SAGE.

Sarasa, M. C. (2008). En torno a los modelos de la buena enseñanza. In L. Porta & M. C. Sarasa (Eds.), Formación y desarrollo de la profesión docente en el profesorado: las buenas prácticas y sus narrativas (pp. 183-217). Mar del Plata, AR: Universidad Nacional de Mar del Plata.

Schön, D. A. (1992). La formación de profesionales reflexivos: hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones. Barcelona, ES: Paidós.

Terigi, F. (2009). Las trayectorias escolares: del problema individual al desafío de la política educativa. Buenos Aires, AR: Centro Nacional Información Documental Educativa.

Terigi, F. (2010). Las cronologías de aprendizaje: un concepto para pensar las trayectorias escolares. In Ministerio de Cultura y Educación (Ed.), Jornada de Apertura Ciclo Lectivo 2010 (pp. 1-29). Santa Rosa, AR: Gobierno de La Pampa.

Vallack, J. M., & Charleson, I. (2007, January). E-role play for inquiry into transnational education. Proceedings of ASCILITE Singapore 2007 (pp. 1036-1040). Retrieved from http://www.ascilite.org/conferences/singapore07/procs/vallack-poster.pdf.

Zacharias, N. T. (2011). An English teacher struggle to establish voice in the periphery. k@ta, 13(1), 64-77. https://doi.org/10.9744/kata.13.1.64-77.