Factors that Raise Professional Development in a Preservice Teacher

Abstract

The narration as a research design helps us to understand the different realities and contexts from the point of view of those who face specific situations, which translates into an understanding of teacher professional development in a teacher in training. In this study, from the perspective of narrative research, I analyze and determine the challenges I have faced since I began my school life, I was studying a Bachelor's degree in English as a Foreign Language at the Universidad Santo Tomas and my training as a teacher involves some of the most important elements that made this achievement possible such as family support, LLEI policies and modality, English Teaching, Dissonance and investment. All the data used to carry out this project was based on the instruments proposed by Barkhuizen et al. These data account for my personal, academic, and professional experiences. Through the elaboration of different narratives, narrative Frame, and multimodal data, I was able to reflect on my professional teaching development that could be considered as a factor that increased my profession as a teacher in training and that has influenced the professional investment that is needed to become a great teacher. The conclusions produced reflections on the pedagogical role of the teaching voice of an English teacher in training. Key words: Distance education in language, English Foreign Language Program, Preservice teacher, Professional development.