Vol. 13/ Núm. 3 2026 pág. 1811
https://doi.org/10.69639/arandu.v13i3.2509
Students’ beliefs about teaching vocation in English language
teaching
Creencias de los estudiantes sobre la vocación docente en la enseñanza del idioma
inglés
Sherilyn Elizabeth Bravo Carpio
sbravoc3@uteq.edu.ec
https://orcid.org/0009-0003-6445-3965
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Alisson Mailyn Marcillo Solorzano
amarcillos@uteq.edu.ec
https://orcid.org/0009-0006-6517-4193
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Ingrid Pamela Tobar Requena
itobarr@uteq.edu.ec
https://orcid.org/0009-0001-2541-2402
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Doménica Valentina Villamar Flor
dvillamarf@uteq.edu.ec
https://orcid.org/0009-0000-5982-4563
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Artículo recibido: 10 julio 2026- Aceptado para publicación:16 agosto 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study explored students’ beliefs about teaching vocation in English Language Teaching
(ELT) and examined how these beliefs relate to professional identity, teacher commitment and
motivation toward learning English. A qualitative approach with a descriptive and exploratory
design was employed. The study involved 55 students enrolled in the first and eighth semester of
an English language teacher education program at a public university in Ecuador, including 29
first-semester and 26 eighth-semester students. Data were collected over eight weeks through
weekly open-ended questionnaires administered via Google Forms. Each questionnaire contained
nine questions focused on specific dimensions of teaching vocation, including professional
identity, teacher commitment, motivation, and expectations about the teaching profession. The
responses were analyzed using thematic analysis to identify recurring patterns and differences
between the two groups. The findings showed that first-semester students tended to associate
Vol. 13/ Núm. 3 2026 pág. 1812
teaching vocation with personal interests, enjoyment of English, and an initial interest in teaching,
while eighth semester students expressed a broader understanding related to social
responsibilities, professional commitment, and teacher identity. Participants from both groups
also perceived that teacher’s commitment and interest in teaching could influence students’
motivation, participation, and learning experiences. Regarding career choice, eighth-semester
students demonstrated a more defined and realistic orientation toward teaching as a profession.
Overall, the findings suggest that beliefs about teaching vocation become more differentiated
throughout initial teacher training.
Keywords: teaching vocation, professional identity, teacher education, English language
teaching, student beliefs
RESUMEN
Este estudio exploró las creencias de los estudiantes sobre la vocación docente en la enseñanza
del inglés y examinó como estas creencias se relacionan con la identidad profesional, el
compromiso docente y la motivación hacia el aprendizaje del inglés. Se empleó un enfoque
cualitativo con un diseño descriptivo y exploratorio. Participaron 55 estudiantes de primer y
octavo semestre de un programa de formación docente en inglés de una universidad pública de
Ecuador, de los cuales 29 pertenecían a primer semestre y 26 a octavo semestre. La información
se recopiló durante ocho semanas mediante cuestionarios abiertos semanales administrados a
través de Google Forms. Cada cuestionario contenía nueve preguntas enfocadas en dimensiones
específicas de la vocación, incluida la identidad profesional, el compromiso docente, la
motivación y las expectativas sobre la profesión. Las respuestas se analizaron mediante análisis
temático para identificar patrones recurrentes y diferencias entre ambos grupos. Los resultados
mostraron que los estudiantes de primer tendieron a relacionar la vocación con intereses
personales, el gusto por el inglés y un interés inicial por la enseñanza, mientras que los estudiantes
de octavo expresaron una comprensión más amplia sobre relacionada con la responsabilidad
social, el compromiso profesional y la identidad docente. Ambos grupos también percibieron que
el compromiso e interés de los docentes pueden influir en la motivación, participación y
experiencias de aprendizaje de los estudiantes. En cuanto a la elección profesional, los estudiantes
de octavo semestre mostraron una orientación mas definida y realista hacia la docencia.
Palabras clave: vocación docente, identidad profesional, formación docente, enseñanza
del inglés, creencias estudiantiles
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
teaching vocation with personal interests, enjoyment of English, and an initial interest in teaching,
while eighth semester students expressed a broader understanding related to social
responsibilities, professional commitment, and teacher identity. Participants from both groups
also perceived that teacher’s commitment and interest in teaching could influence students’
motivation, participation, and learning experiences. Regarding career choice, eighth-semester
students demonstrated a more defined and realistic orientation toward teaching as a profession.
Overall, the findings suggest that beliefs about teaching vocation become more differentiated
throughout initial teacher training.
Keywords: teaching vocation, professional identity, teacher education, English language
teaching, student beliefs
RESUMEN
Este estudio exploró las creencias de los estudiantes sobre la vocación docente en la enseñanza
del inglés y examinó como estas creencias se relacionan con la identidad profesional, el
compromiso docente y la motivación hacia el aprendizaje del inglés. Se empleó un enfoque
cualitativo con un diseño descriptivo y exploratorio. Participaron 55 estudiantes de primer y
octavo semestre de un programa de formación docente en inglés de una universidad pública de
Ecuador, de los cuales 29 pertenecían a primer semestre y 26 a octavo semestre. La información
se recopiló durante ocho semanas mediante cuestionarios abiertos semanales administrados a
través de Google Forms. Cada cuestionario contenía nueve preguntas enfocadas en dimensiones
específicas de la vocación, incluida la identidad profesional, el compromiso docente, la
motivación y las expectativas sobre la profesión. Las respuestas se analizaron mediante análisis
temático para identificar patrones recurrentes y diferencias entre ambos grupos. Los resultados
mostraron que los estudiantes de primer tendieron a relacionar la vocación con intereses
personales, el gusto por el inglés y un interés inicial por la enseñanza, mientras que los estudiantes
de octavo expresaron una comprensión más amplia sobre relacionada con la responsabilidad
social, el compromiso profesional y la identidad docente. Ambos grupos también percibieron que
el compromiso e interés de los docentes pueden influir en la motivación, participación y
experiencias de aprendizaje de los estudiantes. En cuanto a la elección profesional, los estudiantes
de octavo semestre mostraron una orientación mas definida y realista hacia la docencia.
Palabras clave: vocación docente, identidad profesional, formación docente, enseñanza
del inglés, creencias estudiantiles
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 3 2026 pág. 1813
INTRODUCTION
English has become one of the most influential languages in education. This growth has
led to a greater demand for teacher education programs worldwide. In countries where English is
taught as a foreign language, preparing effective teachers goes beyond just improving language
skills and teaching knowledge. It requires developing personal and professional qualities that
impact teachers’ commitment, motivation, and performance throughout their careers. One quality
that has gained attention is teaching vocation. This concept affects how future educators view
their responsibilities and how they contribute to students’ learning and growth.
During their initial teacher education, students build beliefs about teaching through
academic experiences, interactions with teacher educators, and involvement in educational
settings. These beliefs shape their understanding of the teaching profession and help develop their
professional identity. In English Language Teaching (ELT) programs, this process is especially
crucial. Future teachers must blend subject knowledge with ethical commitment, reflective
practice, and genuine interest in supporting student learning.
Teaching vocation is often seen as a sense of purpose, personal commitment, and
motivation that drives individuals to dedicate themselves to teaching while aiding students’
academic and personal growth. It goes beyond just deciding to become a teacher. It represents a
lasting commitment to education and the responsibilities that come with it. Recent research shows
that this sense of vocation enhances learning engagement, self-confidence, and positive views
about teaching among pre-service teachers (Shang et al.,2022). Similarly, teachers who view their
profession as a meaningful vocation tend to show higher commitment, better engagement, and
greater resilience when facing educational challenges, which reduces the chances of professional
burnout (Zhao et al., 2022). These findings underline the importance teaching vocation in shaping
professional identity and long-term dedication to teaching.
Building on this idea, recent studies have highlighted how important teaching vocation is
in teacher development. Badley and Hughes (2022) suggested that vocation gives teachers
purpose, boosting their commitment and ability to meet the challenges of educational practice.
Xing (2022) found that professional identity and commitment to vocation help teachers stay
engaged and resilient. Perdomo-López et al. (2025) discovered that pre-service teachers view
vocation as a key trait of effective teaching. In the realm of English language education,
Mekheimer (2025) similarly noted that positive views about the purpose of teaching link with
higher motivation and engagement in the learning process. Together, these studies show that
teaching vocation is vital for preparing commitment, reflective, and resilient English language
teachers.
While existing research has looked at teaching vocation, professional identity, and
motivation from various angles, there has been limited focus on students’ beliefs about teaching
INTRODUCTION
English has become one of the most influential languages in education. This growth has
led to a greater demand for teacher education programs worldwide. In countries where English is
taught as a foreign language, preparing effective teachers goes beyond just improving language
skills and teaching knowledge. It requires developing personal and professional qualities that
impact teachers’ commitment, motivation, and performance throughout their careers. One quality
that has gained attention is teaching vocation. This concept affects how future educators view
their responsibilities and how they contribute to students’ learning and growth.
During their initial teacher education, students build beliefs about teaching through
academic experiences, interactions with teacher educators, and involvement in educational
settings. These beliefs shape their understanding of the teaching profession and help develop their
professional identity. In English Language Teaching (ELT) programs, this process is especially
crucial. Future teachers must blend subject knowledge with ethical commitment, reflective
practice, and genuine interest in supporting student learning.
Teaching vocation is often seen as a sense of purpose, personal commitment, and
motivation that drives individuals to dedicate themselves to teaching while aiding students’
academic and personal growth. It goes beyond just deciding to become a teacher. It represents a
lasting commitment to education and the responsibilities that come with it. Recent research shows
that this sense of vocation enhances learning engagement, self-confidence, and positive views
about teaching among pre-service teachers (Shang et al.,2022). Similarly, teachers who view their
profession as a meaningful vocation tend to show higher commitment, better engagement, and
greater resilience when facing educational challenges, which reduces the chances of professional
burnout (Zhao et al., 2022). These findings underline the importance teaching vocation in shaping
professional identity and long-term dedication to teaching.
Building on this idea, recent studies have highlighted how important teaching vocation is
in teacher development. Badley and Hughes (2022) suggested that vocation gives teachers
purpose, boosting their commitment and ability to meet the challenges of educational practice.
Xing (2022) found that professional identity and commitment to vocation help teachers stay
engaged and resilient. Perdomo-López et al. (2025) discovered that pre-service teachers view
vocation as a key trait of effective teaching. In the realm of English language education,
Mekheimer (2025) similarly noted that positive views about the purpose of teaching link with
higher motivation and engagement in the learning process. Together, these studies show that
teaching vocation is vital for preparing commitment, reflective, and resilient English language
teachers.
While existing research has looked at teaching vocation, professional identity, and
motivation from various angles, there has been limited focus on students’ beliefs about teaching
Vol. 13/ Núm. 3 2026 pág. 1814
vocation during their initial teacher education. Few studies have explored how these beliefs
change from the start to the finish of teacher preparation and how they shape students’ views on
professional identity, teacher commitment, and motivation to learn English. This gap points to the
need for further research into students’ perspectives within English language teacher education
programs.
Examining these beliefs is important. Students’ views on teaching vocation can influence
their understanding of the teaching profession, their future career goals, commitment to teaching,
and motivation to learn English. Additionally, recognizing these beliefs can provide useful
insights for teacher education programs looking to strengthen professional identity and create
educational experiences that encourage reflective, committed, and motivated future teachers. In
Ecuador, where improving the quality of English language education is a significant challenge, it
is vital to understand students’ beliefs about teaching vocation, preparation, and educational
practice.
In light of this context, this study aimed to explore students’ beliefs about teaching
vocation in English Language Teaching. It also aimed to examine how these beliefs connect with
their views on professional identity, teacher commitment, and motivation to learn English. This
study treated students’ beliefs about teaching vocation as a central focus and looked a its
relationship with professional identity, teacher commitment, and motivation throughout the
teacher education process. To achieve these goals, the research took a qualitative approach with
a descriptive and exploratory design, involving first- and last- semester students in an English
language education program at a public university in Ecuador.
MATERIALS AND METHODS
The present study adopted a qualitative approach with a descriptive and exploratory
design to examine students’ beliefs about the teaching vocation in English Language Teaching
(ELT). This methodological approach was considered appropriate because it allowed participants
to express their perceptions, experiences, and personal reflections in their own words. This
facilitated an in-depth understanding of how beliefs about teaching vocation are formed and
change throughout initial teacher education. The descriptive component made it possible to
identify and interpret these beliefs. At the same time, the exploratory nature of the study provided
an opportunity to investigate a topic that has received limited attention in English teacher
education within the Ecuadorian context.
The research was conducted in the Pedagogy of National and Foreign Languages program
at a public university in Ecuador. This teacher education program prepares future English teachers
through courses focused on language proficiency, linguistics, pedagogy, curriculum design,
educational psychology, learning assessment, and supervised pre-professional teaching practices.
This study focused on comparing students who were at the beginning and at the end of their
vocation during their initial teacher education. Few studies have explored how these beliefs
change from the start to the finish of teacher preparation and how they shape students’ views on
professional identity, teacher commitment, and motivation to learn English. This gap points to the
need for further research into students’ perspectives within English language teacher education
programs.
Examining these beliefs is important. Students’ views on teaching vocation can influence
their understanding of the teaching profession, their future career goals, commitment to teaching,
and motivation to learn English. Additionally, recognizing these beliefs can provide useful
insights for teacher education programs looking to strengthen professional identity and create
educational experiences that encourage reflective, committed, and motivated future teachers. In
Ecuador, where improving the quality of English language education is a significant challenge, it
is vital to understand students’ beliefs about teaching vocation, preparation, and educational
practice.
In light of this context, this study aimed to explore students’ beliefs about teaching
vocation in English Language Teaching. It also aimed to examine how these beliefs connect with
their views on professional identity, teacher commitment, and motivation to learn English. This
study treated students’ beliefs about teaching vocation as a central focus and looked a its
relationship with professional identity, teacher commitment, and motivation throughout the
teacher education process. To achieve these goals, the research took a qualitative approach with
a descriptive and exploratory design, involving first- and last- semester students in an English
language education program at a public university in Ecuador.
MATERIALS AND METHODS
The present study adopted a qualitative approach with a descriptive and exploratory
design to examine students’ beliefs about the teaching vocation in English Language Teaching
(ELT). This methodological approach was considered appropriate because it allowed participants
to express their perceptions, experiences, and personal reflections in their own words. This
facilitated an in-depth understanding of how beliefs about teaching vocation are formed and
change throughout initial teacher education. The descriptive component made it possible to
identify and interpret these beliefs. At the same time, the exploratory nature of the study provided
an opportunity to investigate a topic that has received limited attention in English teacher
education within the Ecuadorian context.
The research was conducted in the Pedagogy of National and Foreign Languages program
at a public university in Ecuador. This teacher education program prepares future English teachers
through courses focused on language proficiency, linguistics, pedagogy, curriculum design,
educational psychology, learning assessment, and supervised pre-professional teaching practices.
This study focused on comparing students who were at the beginning and at the end of their
Vol. 13/ Núm. 3 2026 pág. 1815
university education. The objective was to explore possible differences in their beliefs about the
teaching vocation and its relationship with professional identity, teaching commitment, and
motivation to learn English.
The population consisted of 55 students enrolled in the first and final semesters of the
program during the academic period in which the research was conducted. The sample included
29 first-semester students and 26 final-semester students. Participants were selected through
purposive non-probability sampling, as they represented the two stages of teacher education
considered relevant to achieving the objectives of the study. Participation was voluntary and
depended on students’ attendance at the sessions scheduled for data collection.
The information was collected through a series of open-ended questionnaires, which the
researcher designed and administered through Google Forms over eight weeks. Instead of using
a single questionnaire, a different form was created each week to explore specific aspects of
beliefs about the teaching vocation. Each questionnaire consisted of nine open-ended questions,
designed to encourage reflective and descriptive responses about different aspects of the
phenomenon under study. The questions addressed topics such as the understanding of the
teaching vocation, perceptions of professional commitment, experiences with teachers who
demonstrated or did not demonstrate vocation, the relationship between vocation and motivation,
the construction of professional identity, and expectations regarding the teaching profession. In
some weeks, the questions focused on a specific topic, such as professional identity, inviting
participants to reflect on how they saw themselves as future teachers, the challenges or fears they
anticipated, and the reasons behind their responses. This progressive data collection strategy made
it possible to obtain increasingly rich and detailed qualitative information throughout the research
process.
To ensure that all participants fully understood the questions and could express their ideas
comfortably, two versions of the questionnaires were created according to the students’ level of
English proficiency. For first-semester students, each question was presented in both Spanish and
English, as they were still developing their linguistic competence and felt more confident
expressing complex ideas in their native language. In contrast, the questionnaires for final-
semester students were written entirely in English because they had already reached the level of
language proficiency expected by the academic program. This approach sought to facilitate
comprehension without compromising the coherence of the research objectives.
The researcher designed the weekly questionnaires based on the general objectives and
the specific objectives of the study. Before beginning data collection, the research advisor
reviewed all the instruments to verify the clarity, coherence, and relevance of the questions in
relation to the proposed objectives. Following this review, the questionnaires were considered
appropriate for administration.
university education. The objective was to explore possible differences in their beliefs about the
teaching vocation and its relationship with professional identity, teaching commitment, and
motivation to learn English.
The population consisted of 55 students enrolled in the first and final semesters of the
program during the academic period in which the research was conducted. The sample included
29 first-semester students and 26 final-semester students. Participants were selected through
purposive non-probability sampling, as they represented the two stages of teacher education
considered relevant to achieving the objectives of the study. Participation was voluntary and
depended on students’ attendance at the sessions scheduled for data collection.
The information was collected through a series of open-ended questionnaires, which the
researcher designed and administered through Google Forms over eight weeks. Instead of using
a single questionnaire, a different form was created each week to explore specific aspects of
beliefs about the teaching vocation. Each questionnaire consisted of nine open-ended questions,
designed to encourage reflective and descriptive responses about different aspects of the
phenomenon under study. The questions addressed topics such as the understanding of the
teaching vocation, perceptions of professional commitment, experiences with teachers who
demonstrated or did not demonstrate vocation, the relationship between vocation and motivation,
the construction of professional identity, and expectations regarding the teaching profession. In
some weeks, the questions focused on a specific topic, such as professional identity, inviting
participants to reflect on how they saw themselves as future teachers, the challenges or fears they
anticipated, and the reasons behind their responses. This progressive data collection strategy made
it possible to obtain increasingly rich and detailed qualitative information throughout the research
process.
To ensure that all participants fully understood the questions and could express their ideas
comfortably, two versions of the questionnaires were created according to the students’ level of
English proficiency. For first-semester students, each question was presented in both Spanish and
English, as they were still developing their linguistic competence and felt more confident
expressing complex ideas in their native language. In contrast, the questionnaires for final-
semester students were written entirely in English because they had already reached the level of
language proficiency expected by the academic program. This approach sought to facilitate
comprehension without compromising the coherence of the research objectives.
The researcher designed the weekly questionnaires based on the general objectives and
the specific objectives of the study. Before beginning data collection, the research advisor
reviewed all the instruments to verify the clarity, coherence, and relevance of the questions in
relation to the proposed objectives. Following this review, the questionnaires were considered
appropriate for administration.
Vol. 13/ Núm. 3 2026 pág. 1816
Data collection was carried out over eight consecutive weeks. During the first week,
participants received detailed information about the purpose of the study, the voluntary nature of
their participation, and the confidentiality of the information to be collected. Students who
decided to participate completed informed consent through Google Forms before responding to
the research instruments. In the following weeks, two weekly visits were made to the first-and
final-semester classes to administer the corresponding questionnaires. This planning allowed
students who had been absent from a previous session to participate in the following one. At the
end of each week, the responses were organized and reviewed before administering the next
questionnaire. This procedure allowed the researcher to gradually become familiar with the
emerging information and maintain consistency between data collection and the objectives of the
study.
The collected data were analyzed using thematic analysis to identify recurring patterns
and common themes in the participants responses. Initially, the responses from each weekly
questionnaire were read repeatedly to ensure adequate familiarity with the information.
Subsequently, relevant ideas and recurring patterns were identified, with similar responses
grouped into broader thematic categories based on their meaning and their relationship to the
research objectives. Special attention was paid to comparing first-semester and final-semester
students to identify similarities and differences in their beliefs regarding the teaching vocation,
professional identity, teaching commitment, and motivation for learning English. The themes
identified during the analysis process formed the basis for interpretating the participants’
perceptions and discussing the results in light of previous research.
Ethical research principals were upheld throughout the entire research process.
Participation was entirely voluntary, and all students provided informed consent before joining
the study. Furthermore, they were informed that the information provided would be used
exclusively for academic purposes, with the confidentiality of their personal data guaranteed at
all times. Responses were analyzed anonymously, and results were presented in an aggregated
format, avoiding any information that could identify the participants
RESULTS AND DISCUSSION
Students’ perceptions of teaching vocation across the semester
The results revealed clear differences between first-semester and final-semester students
regarding their understanding of the teaching vocation. While students at the beginning of their
university studies tended to link the vocation to personal interest such as fondness for the English
language or an enjoyment of teaching, final semester students demonstrated a broader, more
professional understanding of the concept. Among this latter group, responses associating the
vocation with social responsibility, commitment to students, and the recognition of teaching as a
profession requiring preparation, dedication, and continuous.
Data collection was carried out over eight consecutive weeks. During the first week,
participants received detailed information about the purpose of the study, the voluntary nature of
their participation, and the confidentiality of the information to be collected. Students who
decided to participate completed informed consent through Google Forms before responding to
the research instruments. In the following weeks, two weekly visits were made to the first-and
final-semester classes to administer the corresponding questionnaires. This planning allowed
students who had been absent from a previous session to participate in the following one. At the
end of each week, the responses were organized and reviewed before administering the next
questionnaire. This procedure allowed the researcher to gradually become familiar with the
emerging information and maintain consistency between data collection and the objectives of the
study.
The collected data were analyzed using thematic analysis to identify recurring patterns
and common themes in the participants responses. Initially, the responses from each weekly
questionnaire were read repeatedly to ensure adequate familiarity with the information.
Subsequently, relevant ideas and recurring patterns were identified, with similar responses
grouped into broader thematic categories based on their meaning and their relationship to the
research objectives. Special attention was paid to comparing first-semester and final-semester
students to identify similarities and differences in their beliefs regarding the teaching vocation,
professional identity, teaching commitment, and motivation for learning English. The themes
identified during the analysis process formed the basis for interpretating the participants’
perceptions and discussing the results in light of previous research.
Ethical research principals were upheld throughout the entire research process.
Participation was entirely voluntary, and all students provided informed consent before joining
the study. Furthermore, they were informed that the information provided would be used
exclusively for academic purposes, with the confidentiality of their personal data guaranteed at
all times. Responses were analyzed anonymously, and results were presented in an aggregated
format, avoiding any information that could identify the participants
RESULTS AND DISCUSSION
Students’ perceptions of teaching vocation across the semester
The results revealed clear differences between first-semester and final-semester students
regarding their understanding of the teaching vocation. While students at the beginning of their
university studies tended to link the vocation to personal interest such as fondness for the English
language or an enjoyment of teaching, final semester students demonstrated a broader, more
professional understanding of the concept. Among this latter group, responses associating the
vocation with social responsibility, commitment to students, and the recognition of teaching as a
profession requiring preparation, dedication, and continuous.
Vol. 13/ Núm. 3 2026 pág. 1817
Figure 1
Students Perceptions of Teaching Vocation Across Semester (%)
Figure 1 illustrates this progressive shift in the participants beliefs. In the first semester,
responses reflecting an initial understanding of the teaching vocation predominated, characterized
primarily by an interest in learning English and an enjoyment of teaching. Furthermore, several
students expressed confusion between a teacher’s professional duty and the concept of vocation,
suggesting that, at the start of the program, the two terms were not yet clearly distinguished. In
the contrast, final-semester students placed greater emphasis on dimensions related to social
responsibility and a deeper understanding of the teaching vocation, indicating an evolution in how
they interpreted professional practice.
These findings suggest that beliefs regarding the teaching vocation do not remain static
during initial teacher training; rather, they gradually evolve as students engage in pedagogical
coursework, pre-professional practicums, and experiences involving reflection on teaching.
Rather than viewing the vocation as an innate attribute or one linked solely to a love of teaching,
prospective teachers begin to recognize it as an ethical and professional commitment that entails
responsibility for students learning and holistic development.
This evolution aligns with findings by Shang et al. (2022), who observed that a strong
teaching vocation fosters professional commitment and enhances the engagement of prospective
teachers in their training process. Similarly, Badley and Hughes (2022) argue that a vocation
provides a sense of purpose that guides professional decisions and helps teachers navigate the
demands of educational practice. These studies support the view that a vocation is an aspect that
develops and strengthens during teacher training, rather than a characteristic that is fully defined
prior to university entry.
The results are also consistent with research on teacher professional identity, which posits
that the beliefs of prospective teachers evolve through the interplay of personal experiences,
academic training, and educational contexts. Reviews by Rushton (2023) and by Pérez Gracia,
0%
20%
40%
60%
80%
100%
Confusion
between teaching
duty and
teaching vocation
Interest in
English
Enjoyment Social
responsability
Understanding of
vocation
Students´ Perceptions of Teaching Vocation Across
Semester (%)
First semester (%) Last semester (%)
Figure 1
Students Perceptions of Teaching Vocation Across Semester (%)
Figure 1 illustrates this progressive shift in the participants beliefs. In the first semester,
responses reflecting an initial understanding of the teaching vocation predominated, characterized
primarily by an interest in learning English and an enjoyment of teaching. Furthermore, several
students expressed confusion between a teacher’s professional duty and the concept of vocation,
suggesting that, at the start of the program, the two terms were not yet clearly distinguished. In
the contrast, final-semester students placed greater emphasis on dimensions related to social
responsibility and a deeper understanding of the teaching vocation, indicating an evolution in how
they interpreted professional practice.
These findings suggest that beliefs regarding the teaching vocation do not remain static
during initial teacher training; rather, they gradually evolve as students engage in pedagogical
coursework, pre-professional practicums, and experiences involving reflection on teaching.
Rather than viewing the vocation as an innate attribute or one linked solely to a love of teaching,
prospective teachers begin to recognize it as an ethical and professional commitment that entails
responsibility for students learning and holistic development.
This evolution aligns with findings by Shang et al. (2022), who observed that a strong
teaching vocation fosters professional commitment and enhances the engagement of prospective
teachers in their training process. Similarly, Badley and Hughes (2022) argue that a vocation
provides a sense of purpose that guides professional decisions and helps teachers navigate the
demands of educational practice. These studies support the view that a vocation is an aspect that
develops and strengthens during teacher training, rather than a characteristic that is fully defined
prior to university entry.
The results are also consistent with research on teacher professional identity, which posits
that the beliefs of prospective teachers evolve through the interplay of personal experiences,
academic training, and educational contexts. Reviews by Rushton (2023) and by Pérez Gracia,
0%
20%
40%
60%
80%
100%
Confusion
between teaching
duty and
teaching vocation
Interest in
English
Enjoyment Social
responsability
Understanding of
vocation
Students´ Perceptions of Teaching Vocation Across
Semester (%)
First semester (%) Last semester (%)
Vol. 13/ Núm. 3 2026 pág. 1818
Serrano Rodríguez, and Pontes Pedrajas (2022) highlight that professional identity is a dynamic
process constructed gradually, and that experiences during initial training shape how students
understand their future role as teachers.
In the field of teaching English as a foreign language, recent studies show that
professional identity and attitudes toward teaching improve when students reflect on their beliefs,
compare them with real-world experiences, and understand the demands of the educational
setting. A systematic review of English teachers reveals that professional identity develops
through ongoing negotiation between personal beliefs, training experiences, and institutional
expectations. This explains why students approaching graduation often have more complex and
mature views of the teaching profession.
In this study, this evolution is particularly important because it shows that initial teacher
training not only helps build linguistic and teaching knowledge but also changes students’ beliefs
about the teaching profession. This shift from focusing mainly on personal interest to emphasizing
responsibility, commitment, and educational service is a key finding for English teacher training
programs in Ecuador. These results point to the importance of providing systematic reflection
opportunities on teaching and professional identity from the earliest semesters. This aims to
encourage a deeper understanding of the profession’s social and educational significance.
Development of Professional Identity
The results in Figure 2 show how first-and final-semester students view their professional
identity as future English teachers. First-semester students often express more vocational
uncertainty and see teaching as a possible career. In contrast, final semester-students typically
have a clearer teacher identity, a stronger sense of ethical commitment, and a better understanding
of the need for ongoing learning. Overall, these results indicate that as students progress through
their teacher education, their view of the teaching role becomes more defined.
Serrano Rodríguez, and Pontes Pedrajas (2022) highlight that professional identity is a dynamic
process constructed gradually, and that experiences during initial training shape how students
understand their future role as teachers.
In the field of teaching English as a foreign language, recent studies show that
professional identity and attitudes toward teaching improve when students reflect on their beliefs,
compare them with real-world experiences, and understand the demands of the educational
setting. A systematic review of English teachers reveals that professional identity develops
through ongoing negotiation between personal beliefs, training experiences, and institutional
expectations. This explains why students approaching graduation often have more complex and
mature views of the teaching profession.
In this study, this evolution is particularly important because it shows that initial teacher
training not only helps build linguistic and teaching knowledge but also changes students’ beliefs
about the teaching profession. This shift from focusing mainly on personal interest to emphasizing
responsibility, commitment, and educational service is a key finding for English teacher training
programs in Ecuador. These results point to the importance of providing systematic reflection
opportunities on teaching and professional identity from the earliest semesters. This aims to
encourage a deeper understanding of the profession’s social and educational significance.
Development of Professional Identity
The results in Figure 2 show how first-and final-semester students view their professional
identity as future English teachers. First-semester students often express more vocational
uncertainty and see teaching as a possible career. In contrast, final semester-students typically
have a clearer teacher identity, a stronger sense of ethical commitment, and a better understanding
of the need for ongoing learning. Overall, these results indicate that as students progress through
their teacher education, their view of the teaching role becomes more defined.
Vol. 13/ Núm. 3 2026 pág. 1819
Figure 2
Professional Identity Development
Figure 2 shows that vocational uncertainty is much more common among first-semester
students than among final-semester students. The category “teaching as possibility” also appears
more often in the initial group. These answers reflect an exploratory stage where some students
are still figuring out how they see themselves as future teachers. This aligns with the responses
from open-ended questions about professional identity, where participants discussed how they
envision themselves as future teachers and their main concerns about becoming teachers.
In contrast, the category “defined teacher identity” is more common among final-
semester students. Their responses indicate a clearer connection to the teaching profession and a
broader understanding of its responsibilities. This difference is significant because it shows that
professional identity goes beyond just watching to teach, it also involves a concrete understanding
of what it means to be a teacher.
This finding supports Izadinia’s perspectives (2013), which suggests that the professional
identity of future teachers develops gradually through their learning experiences, reflection, and
interactions with various educational settings. From this viewpoint, identity is not fully formed
when students begin their education program. Instead, it is shaped as they interpret their
experiences and rethink their ideas about the profession. This explanation is relevant to the results,
as first-semester students exhibited higher levels of uncertainty, while final-semester students
showed a more defined sense of themselves as future teachers.
Beauchamp and Thomas (2009) maintain that teacher identity is a complex and dynamic
process which is shaped by one’s personal beliefs, reflective thinking, experiences, and the social
interactions that occurs as a part of professional training. Viewing it in this way, the changes seen
among the two groups may be seen belonging to the process by which students start to figure out
who they are and who they would like to become in the teaching profession. This interpretation
0%
20%
40%
60%
80%
100%
Vocational
uncertainty
Teaching as
possibility
Defined teacher
identity
Ethical
commitment
Continuous
learning
awareness
Professional Identity Development
First semester Last semester
Figure 2
Professional Identity Development
Figure 2 shows that vocational uncertainty is much more common among first-semester
students than among final-semester students. The category “teaching as possibility” also appears
more often in the initial group. These answers reflect an exploratory stage where some students
are still figuring out how they see themselves as future teachers. This aligns with the responses
from open-ended questions about professional identity, where participants discussed how they
envision themselves as future teachers and their main concerns about becoming teachers.
In contrast, the category “defined teacher identity” is more common among final-
semester students. Their responses indicate a clearer connection to the teaching profession and a
broader understanding of its responsibilities. This difference is significant because it shows that
professional identity goes beyond just watching to teach, it also involves a concrete understanding
of what it means to be a teacher.
This finding supports Izadinia’s perspectives (2013), which suggests that the professional
identity of future teachers develops gradually through their learning experiences, reflection, and
interactions with various educational settings. From this viewpoint, identity is not fully formed
when students begin their education program. Instead, it is shaped as they interpret their
experiences and rethink their ideas about the profession. This explanation is relevant to the results,
as first-semester students exhibited higher levels of uncertainty, while final-semester students
showed a more defined sense of themselves as future teachers.
Beauchamp and Thomas (2009) maintain that teacher identity is a complex and dynamic
process which is shaped by one’s personal beliefs, reflective thinking, experiences, and the social
interactions that occurs as a part of professional training. Viewing it in this way, the changes seen
among the two groups may be seen belonging to the process by which students start to figure out
who they are and who they would like to become in the teaching profession. This interpretation
0%
20%
40%
60%
80%
100%
Vocational
uncertainty
Teaching as
possibility
Defined teacher
identity
Ethical
commitment
Continuous
learning
awareness
Professional Identity Development
First semester Last semester
Vol. 13/ Núm. 3 2026 pág. 1820
is also in line with the general approach of the study, namely that training experiences help to
alter the way students conceive of their vocation and their future in their profession.
The findings are also connected with those of Pérez Gracia et al. (2022), who looked into
the way in which the professional identity of prospective English as a foreign language teachers
is contructed. Their study points out that aspects concerning students motivation, classroom
management, and their relationships with students are important elements of professional identity.
Similarly, the students in the present study also demostrated an understanding that extends beyond
a simple personal interest in English and is directed towards the responsinility entailed in teaching.
Hence, the difference between the two groups appears to stem not only from a greater interst in
becoming teachers but also from a more comprehensive grasp of the characteristics and
responsibilities connected with this profession.
A further result relates to ethical commitment, as this is something that is mentioned more
often by students in their final semester. It is possible to note that the development of professional
identity is also connected with the way students perceive their responsibility towards learners. In
the responses examined, the more advanced students stressed that importance of supporting
students learning and upholding professional responsibility, whereas the initial group did not
highlight these ideas to the same extent. This difference indicates that, during their traning,
teaching starts to be seen not just as a professional activity but also as a responsibility towards
those who take part in the educational process. The original draft also points out this change by
stating that the final-semester students saw themselves more clearly as future educators and
stressed the need for continuous learning without abandoning their ethical commitment to
students.
In this regard, Rushton et al. (2023) see teacher identity as a dynamic process which
evolves in light of personal, professional, and contextual experiences. This review of the literature
that they have carried out enables one to regard the formation of identity as comprising the process
of becoming a teacher, whereby individual experiences and the various training contexts can
affect the way in which prospective teachers see themselves as professionals. It is from this point
of view that one can account for the fact that final-semester students have a more clear-cut teacher
identity than those who are at the start of their traning.
The aspect know as “continuous learning awareness” also contributes a significant factor
when trying to understand this distinction; it is found in considerably smaller amounts among
students in their first semester whereas it becomes more prominent among those in their final
semester. This finding shows that the more advanced students appear to be more aware that
teacher education does not cease when the degree has been completed; on the other hand, they
start to see continuous learning as an ongoing element of the profession. This way of thinking is
an important part of professional identity since it means that teachers come to realise they have
to keep developing their knowledge and skills throughout their careers.
is also in line with the general approach of the study, namely that training experiences help to
alter the way students conceive of their vocation and their future in their profession.
The findings are also connected with those of Pérez Gracia et al. (2022), who looked into
the way in which the professional identity of prospective English as a foreign language teachers
is contructed. Their study points out that aspects concerning students motivation, classroom
management, and their relationships with students are important elements of professional identity.
Similarly, the students in the present study also demostrated an understanding that extends beyond
a simple personal interest in English and is directed towards the responsinility entailed in teaching.
Hence, the difference between the two groups appears to stem not only from a greater interst in
becoming teachers but also from a more comprehensive grasp of the characteristics and
responsibilities connected with this profession.
A further result relates to ethical commitment, as this is something that is mentioned more
often by students in their final semester. It is possible to note that the development of professional
identity is also connected with the way students perceive their responsibility towards learners. In
the responses examined, the more advanced students stressed that importance of supporting
students learning and upholding professional responsibility, whereas the initial group did not
highlight these ideas to the same extent. This difference indicates that, during their traning,
teaching starts to be seen not just as a professional activity but also as a responsibility towards
those who take part in the educational process. The original draft also points out this change by
stating that the final-semester students saw themselves more clearly as future educators and
stressed the need for continuous learning without abandoning their ethical commitment to
students.
In this regard, Rushton et al. (2023) see teacher identity as a dynamic process which
evolves in light of personal, professional, and contextual experiences. This review of the literature
that they have carried out enables one to regard the formation of identity as comprising the process
of becoming a teacher, whereby individual experiences and the various training contexts can
affect the way in which prospective teachers see themselves as professionals. It is from this point
of view that one can account for the fact that final-semester students have a more clear-cut teacher
identity than those who are at the start of their traning.
The aspect know as “continuous learning awareness” also contributes a significant factor
when trying to understand this distinction; it is found in considerably smaller amounts among
students in their first semester whereas it becomes more prominent among those in their final
semester. This finding shows that the more advanced students appear to be more aware that
teacher education does not cease when the degree has been completed; on the other hand, they
start to see continuous learning as an ongoing element of the profession. This way of thinking is
an important part of professional identity since it means that teachers come to realise they have
to keep developing their knowledge and skills throughout their careers.
Vol. 13/ Núm. 3 2026 pág. 1821
This result is linked to the study by Yuan and Lee (2014), in which the authors examined
how the beliefs of prospective English teachers change during their teaching practicum. They
found that the training they received could cause prospective teachers to review, confirm, or alter
their beliefs regarding teaching. Even though the current study is not solely concerned with
teaching practice, this viewpoint helps to examine how the experiences gained during training can
contribute to a change in the way students perceive their professional future. In the case under
consideration, the students in the final semester clearly demostrate a more developed
understanding of the responsibilities and demands connected with the profession.
Choi and Park (2022) also discovered that the practical training that prospective English
teachers undergo can have an effect on their professional identity and motivation. This point of
view is applicable when considering their higher level of professional identification seen among
students in their final semester, since progressing through a teacher education programe brings
about greater contact with pedagogical knowledge and teaching-related experiences. Such
experiences offer the opportunity to compare onesoriginal expectations with the real demands of
the profession.
As a general rule, Figure 2 ilustrate a change from a state of greater uncertainty to a more
definite professional identity. In their first year, students are at an exploratory stage where
teaching might be seen as a possibility and where there is still doubt about their future careers.
By contrast, the students in their final year show a clearer commitment to teaching, along with a
greater sense of ethical responsibility and an awareness of the need to keep on learning. This trend
is in line with the viewpoint set out in the draft that professional training can help bring about a
change in the way teaching is understood, moving from initial personal motivations to a more
professional and social understanding of teaching.
However, these results should not be seen as proof that university education alone leads
to the development of professional identity. Students come into the program with their own
experiences, expectations, beliefs, and motivation that can also shape their development.
Therefore, the results highlight differences between students at various training stages, but they
do not show a direct cause-and-effect relationship. This distinction is especially important given
the qualitative, descriptive, and exploratory nature of the study.
The comparison between the two training stages also connects with the results from
Figure 1. It shows that first-semester students tended to connect vocation mostly to their interest
in English or enjoyment of teaching. In contrast, final-semester students displayed an
understanding that leaned more toward professional responsibility and social contribution. Figure
2 adds to this finding by illustrating that this shift in how students view vocation relates to their
self-perception as future teachers.
Thus, the result suggest a close link between vocation and professional identity in the
teacher education process. Vocation does not just serve as an initial motivation for choosing a
This result is linked to the study by Yuan and Lee (2014), in which the authors examined
how the beliefs of prospective English teachers change during their teaching practicum. They
found that the training they received could cause prospective teachers to review, confirm, or alter
their beliefs regarding teaching. Even though the current study is not solely concerned with
teaching practice, this viewpoint helps to examine how the experiences gained during training can
contribute to a change in the way students perceive their professional future. In the case under
consideration, the students in the final semester clearly demostrate a more developed
understanding of the responsibilities and demands connected with the profession.
Choi and Park (2022) also discovered that the practical training that prospective English
teachers undergo can have an effect on their professional identity and motivation. This point of
view is applicable when considering their higher level of professional identification seen among
students in their final semester, since progressing through a teacher education programe brings
about greater contact with pedagogical knowledge and teaching-related experiences. Such
experiences offer the opportunity to compare onesoriginal expectations with the real demands of
the profession.
As a general rule, Figure 2 ilustrate a change from a state of greater uncertainty to a more
definite professional identity. In their first year, students are at an exploratory stage where
teaching might be seen as a possibility and where there is still doubt about their future careers.
By contrast, the students in their final year show a clearer commitment to teaching, along with a
greater sense of ethical responsibility and an awareness of the need to keep on learning. This trend
is in line with the viewpoint set out in the draft that professional training can help bring about a
change in the way teaching is understood, moving from initial personal motivations to a more
professional and social understanding of teaching.
However, these results should not be seen as proof that university education alone leads
to the development of professional identity. Students come into the program with their own
experiences, expectations, beliefs, and motivation that can also shape their development.
Therefore, the results highlight differences between students at various training stages, but they
do not show a direct cause-and-effect relationship. This distinction is especially important given
the qualitative, descriptive, and exploratory nature of the study.
The comparison between the two training stages also connects with the results from
Figure 1. It shows that first-semester students tended to connect vocation mostly to their interest
in English or enjoyment of teaching. In contrast, final-semester students displayed an
understanding that leaned more toward professional responsibility and social contribution. Figure
2 adds to this finding by illustrating that this shift in how students view vocation relates to their
self-perception as future teachers.
Thus, the result suggest a close link between vocation and professional identity in the
teacher education process. Vocation does not just serve as an initial motivation for choosing a
Vol. 13/ Núm. 3 2026 pág. 1822
career; it can take on a more professional meaning as students encounter academic and educational
experiences. Among the participants in this study, the shift from a personal view of vocation to
one based on responsibility, commitment and continuous learning coincided with a clearer
professional identity.
This aspect represent a key contribution of the study. While earlier research has looked
at the professional identity of future teachers, these results allow us to see how beliefs about
teaching vocation and the development of professional identity seem to connect among students
in an English teacher education program in Ecuador. The findings not only show differences
between first- and final semester students but also shed light on how various dimensions of
vocation such as commitment, responsibility, and the perception of teachings purpose can shape
the way students form their professional identity.
From a practical standpoint, these results suggest that English teacher education programs
could purposely include opportunities for reflection on professional identity and vocation at
different stages of the degree program. Activities such as discussing educational experiences,
analyzing teacher models, and reflecting on professional responsibilities and expectations about
the teaching profession could help students link their initial motivations to the professional and
social aspects of teaching.
As as result, the main takeaway from this figure is that building professional identity
seems to involve a gradual change in how students understand teaching vocation. First-semester
students have a more exploratory wiew, while final-semester students express a clearer
professional identity and greater awareness of ethical commitment and continuous learning. This
finding highlights the importance of examining vocation and professional identity together in
initial English teacher education, especially in areas where research on students` views of these
processes is still limited.
Teaching Vocation Impact on Learning and Motivation
The results in Figure 3 show that both first-semester and final-semester students
recognized a relationship between teaching vocation and the English learning experience. At both
points in their training, participants noted that teachers who demonstrate commitment and genuine
interest in teaching can boost students’ motivation and participation. Although this perception
was somewhat more common among final-semester students, the difference between the two
groups was not significant. This suggests that such awareness is already present in the early stages
of teacher education.
career; it can take on a more professional meaning as students encounter academic and educational
experiences. Among the participants in this study, the shift from a personal view of vocation to
one based on responsibility, commitment and continuous learning coincided with a clearer
professional identity.
This aspect represent a key contribution of the study. While earlier research has looked
at the professional identity of future teachers, these results allow us to see how beliefs about
teaching vocation and the development of professional identity seem to connect among students
in an English teacher education program in Ecuador. The findings not only show differences
between first- and final semester students but also shed light on how various dimensions of
vocation such as commitment, responsibility, and the perception of teachings purpose can shape
the way students form their professional identity.
From a practical standpoint, these results suggest that English teacher education programs
could purposely include opportunities for reflection on professional identity and vocation at
different stages of the degree program. Activities such as discussing educational experiences,
analyzing teacher models, and reflecting on professional responsibilities and expectations about
the teaching profession could help students link their initial motivations to the professional and
social aspects of teaching.
As as result, the main takeaway from this figure is that building professional identity
seems to involve a gradual change in how students understand teaching vocation. First-semester
students have a more exploratory wiew, while final-semester students express a clearer
professional identity and greater awareness of ethical commitment and continuous learning. This
finding highlights the importance of examining vocation and professional identity together in
initial English teacher education, especially in areas where research on students` views of these
processes is still limited.
Teaching Vocation Impact on Learning and Motivation
The results in Figure 3 show that both first-semester and final-semester students
recognized a relationship between teaching vocation and the English learning experience. At both
points in their training, participants noted that teachers who demonstrate commitment and genuine
interest in teaching can boost students’ motivation and participation. Although this perception
was somewhat more common among final-semester students, the difference between the two
groups was not significant. This suggests that such awareness is already present in the early stages
of teacher education.
Vol. 13/ Núm. 3 2026 pág. 1823
Figure 3
Teaching Vocation Impact on Learning and Motivation
As Figure 3 indicates, the categories “teaching vocation inspires student motivation” and
“teaching vocation promotes active participation” were identified by students in both semesters.
These findings imply that participants do not see teaching vocation solely as a personal trait of
the teacher; they also view it as something reflected in teachers’ teaching methods and interactions
with students. In the analyzed responses teachers’ commitment and interest were linked to a
greater willingness among students to participate and learn during English classes.
This perception aligns with the research by Frenzel et al. (2019), who studied teacher
enthusiasm. They found that signals related to teachers’ motivation can impact students’
motivation and learning experiences. In relation to the current study, this previous research helps
explain how students recognize vocation through specific teacher behaviors, such as enthusiasm,
interest, and a desire to engage in the educational process.
A similar trend appears in the category lack of teaching vocation reduces learning
engagement. Participants associated a lack of interest or commitment from teachers with lower
participation, reduced motivation, and less positive learning experiences. This finding is
significant as it shows that students recognize both the positive effects of dedicated teaching and
the negative consequences of a lack of commitment.
This interpretation relates to (Keller et al. (2018), who investigated various forms of
teacher enthusiasm and their impact on students’ emotions. Their results indicated that the
combination of teachers’ actual enthusiasm and how they display it during teaching is linked to
more positive emotional experiences among students. While the current study did not directly
measure teacher enthusiasm or students’ emotions, this evidence helps clarify why participants
connected teachers’ interest and commitment to a better learning experience.
0%
20%
40%
60%
80%
100%
Teaching vocation
inspires student
motivation
Teaching vocation
promotes active
participation
Lack of teaching
vocation reduces
learning engagement
Classroom
environment affects
the learning
experience
Teaching Vocation Impact on Learning and
Motivation
First semester (%) Last semester (%)
Figure 3
Teaching Vocation Impact on Learning and Motivation
As Figure 3 indicates, the categories “teaching vocation inspires student motivation” and
“teaching vocation promotes active participation” were identified by students in both semesters.
These findings imply that participants do not see teaching vocation solely as a personal trait of
the teacher; they also view it as something reflected in teachers’ teaching methods and interactions
with students. In the analyzed responses teachers’ commitment and interest were linked to a
greater willingness among students to participate and learn during English classes.
This perception aligns with the research by Frenzel et al. (2019), who studied teacher
enthusiasm. They found that signals related to teachers’ motivation can impact students’
motivation and learning experiences. In relation to the current study, this previous research helps
explain how students recognize vocation through specific teacher behaviors, such as enthusiasm,
interest, and a desire to engage in the educational process.
A similar trend appears in the category lack of teaching vocation reduces learning
engagement. Participants associated a lack of interest or commitment from teachers with lower
participation, reduced motivation, and less positive learning experiences. This finding is
significant as it shows that students recognize both the positive effects of dedicated teaching and
the negative consequences of a lack of commitment.
This interpretation relates to (Keller et al. (2018), who investigated various forms of
teacher enthusiasm and their impact on students’ emotions. Their results indicated that the
combination of teachers’ actual enthusiasm and how they display it during teaching is linked to
more positive emotional experiences among students. While the current study did not directly
measure teacher enthusiasm or students’ emotions, this evidence helps clarify why participants
connected teachers’ interest and commitment to a better learning experience.
0%
20%
40%
60%
80%
100%
Teaching vocation
inspires student
motivation
Teaching vocation
promotes active
participation
Lack of teaching
vocation reduces
learning engagement
Classroom
environment affects
the learning
experience
Teaching Vocation Impact on Learning and
Motivation
First semester (%) Last semester (%)
Vol. 13/ Núm. 3 2026 pág. 1824
The category “classroom environment affects the learning experience” supports this
interpretation further. Participants acknowledge that teachers’ attitudes can shape the classroom
environment and, in turn, influence how students experience learning. In this context, the learning
environment appears in the responses as linked to teacher-student interaction and the
opportunities students have to engage during English classes.
Additionally, a recent systematic review by (Asadpour et al. (2025) identified several
teacher-related factors influencing students’ academic motivation, including teacher support,
relationships with students, teaching practices, and students views on teachers’ characteristics.
The authors analyzed 38 peer-reviewed studies involving over 54,000 students. This previous
research is relevant to the current findings, as the participants also connected teachers’ traits and
attitudes with their motivation and learning experiences.
Overall, the findings suggest that students see teaching vocation as a quality expressed
through observable behaviors in the classroom. To the participants, a teacher with vocation is not
just someone interested in teaching but someone whose commitment is evident in how they run
their classes, interact with students; and encourage participation. This way, vocation takes on a
practical role that connects teachers’ personal qualities with students learning experiences.
An important point is that both semesters shared this perception. Unlike Figure 2, which
showed clearer differences in the development of professional identity, the responses in Figure 3
demonstrate a relatively similar pattern between the two groups. This indicates that the view of
teachers influencing students’ motivation and participation does not necessarily rely on the stage
of teacher education participants are in. This understanding may stem from their experiences as
English learners and the different teachers they have had throughout their educational journeys.
This finding also connects to Figure 1, where students from both groups recognized
various aspects of teaching vocation, though they interpreted it differently. First-semester students
were more likely to associate vocation with personal traits, such as interest in English and
enjoyment of teaching, while final-semester students focused more on responsibility and
professional commitment. Figure 3 adds to this finding by showing that, despite differences in
how vocation is understood, both groups acknowledge that the way teachers perform their role
can influence students’ learning experiences.
The findings from this figure provide useful insights into the social aspect of teaching
vocation. Vocation is not just an internal motivation for teachers; it is also something students can
notice. They connect it to their own motivation, participation, and classroom experiences.
However, due to the study’s qualitative, descriptive, and exploratory nature, these
findings reflect participants views rather than proof of a direct link between teaching vocation
and academic performance or motivation. Students believe that such an influence exists, but the
research design does not allow us determine how much students’ motivation changes because of
The category “classroom environment affects the learning experience” supports this
interpretation further. Participants acknowledge that teachers’ attitudes can shape the classroom
environment and, in turn, influence how students experience learning. In this context, the learning
environment appears in the responses as linked to teacher-student interaction and the
opportunities students have to engage during English classes.
Additionally, a recent systematic review by (Asadpour et al. (2025) identified several
teacher-related factors influencing students’ academic motivation, including teacher support,
relationships with students, teaching practices, and students views on teachers’ characteristics.
The authors analyzed 38 peer-reviewed studies involving over 54,000 students. This previous
research is relevant to the current findings, as the participants also connected teachers’ traits and
attitudes with their motivation and learning experiences.
Overall, the findings suggest that students see teaching vocation as a quality expressed
through observable behaviors in the classroom. To the participants, a teacher with vocation is not
just someone interested in teaching but someone whose commitment is evident in how they run
their classes, interact with students; and encourage participation. This way, vocation takes on a
practical role that connects teachers’ personal qualities with students learning experiences.
An important point is that both semesters shared this perception. Unlike Figure 2, which
showed clearer differences in the development of professional identity, the responses in Figure 3
demonstrate a relatively similar pattern between the two groups. This indicates that the view of
teachers influencing students’ motivation and participation does not necessarily rely on the stage
of teacher education participants are in. This understanding may stem from their experiences as
English learners and the different teachers they have had throughout their educational journeys.
This finding also connects to Figure 1, where students from both groups recognized
various aspects of teaching vocation, though they interpreted it differently. First-semester students
were more likely to associate vocation with personal traits, such as interest in English and
enjoyment of teaching, while final-semester students focused more on responsibility and
professional commitment. Figure 3 adds to this finding by showing that, despite differences in
how vocation is understood, both groups acknowledge that the way teachers perform their role
can influence students’ learning experiences.
The findings from this figure provide useful insights into the social aspect of teaching
vocation. Vocation is not just an internal motivation for teachers; it is also something students can
notice. They connect it to their own motivation, participation, and classroom experiences.
However, due to the study’s qualitative, descriptive, and exploratory nature, these
findings reflect participants views rather than proof of a direct link between teaching vocation
and academic performance or motivation. Students believe that such an influence exists, but the
research design does not allow us determine how much students’ motivation changes because of
Vol. 13/ Núm. 3 2026 pág. 1825
teachers’ vocation. Recognizing this difference helps keep our understanding aligned with the
study’s approach.
From a practical standpoint, the findings suggest that teacher education programs should
not only focus on building language and teaching skills but also on how future teachers express
commitment, enthusiasm, and a desire to support their students. Offering chances to reflect on
teaching experiences, classroom interactions, and ways to encourage participation could aid
future teachers in understanding how their attitudes and practices might lead to better learning
experiences.
In short, Figure 3 shows that students view teaching vocation as connected to motivation,
participation, and the learning environment. This perception exists among both students starting
their training and those nearing the end. The key takeaway is that it highlights how vocation
becomes noticeable in educational interactions; students see it not just in teachers’ thoughts or
feelings about their work, but also in how they teach and engage with students.
Career Choice Intention
The results in Figure 4 show how first-semester and final semester students view teaching
English as a potential career. First-semester students tend to have exploratory interests, while
final-semester students show a realistic view, a positive attitude toward teaching, and a stronger
commitment to the profession. This change suggests that students get a clearer understanding of
the teaching profession as they move through their training.
Figure 4
Career Choice Intention
The prevalence of exploratory interest in the first semester may relate to the early stage
where the choice of teaching is still connected to personal interests and future hopes. In contrast,
final-semester students have a more concrete view of the profession, along with a positive attitude
and a clearer professional commitment. This trend matches the study’s qualitative findings.
Advanced students show a stronger connection to the responsibility that come with teaching.
0%
20%
40%
60%
80%
100%
Exploratory interest Realistic perspective Positive attitude
toward teaching
Strong professional
commitment
Career Choice Intention
First semester Last semester
teachers’ vocation. Recognizing this difference helps keep our understanding aligned with the
study’s approach.
From a practical standpoint, the findings suggest that teacher education programs should
not only focus on building language and teaching skills but also on how future teachers express
commitment, enthusiasm, and a desire to support their students. Offering chances to reflect on
teaching experiences, classroom interactions, and ways to encourage participation could aid
future teachers in understanding how their attitudes and practices might lead to better learning
experiences.
In short, Figure 3 shows that students view teaching vocation as connected to motivation,
participation, and the learning environment. This perception exists among both students starting
their training and those nearing the end. The key takeaway is that it highlights how vocation
becomes noticeable in educational interactions; students see it not just in teachers’ thoughts or
feelings about their work, but also in how they teach and engage with students.
Career Choice Intention
The results in Figure 4 show how first-semester and final semester students view teaching
English as a potential career. First-semester students tend to have exploratory interests, while
final-semester students show a realistic view, a positive attitude toward teaching, and a stronger
commitment to the profession. This change suggests that students get a clearer understanding of
the teaching profession as they move through their training.
Figure 4
Career Choice Intention
The prevalence of exploratory interest in the first semester may relate to the early stage
where the choice of teaching is still connected to personal interests and future hopes. In contrast,
final-semester students have a more concrete view of the profession, along with a positive attitude
and a clearer professional commitment. This trend matches the study’s qualitative findings.
Advanced students show a stronger connection to the responsibility that come with teaching.
0%
20%
40%
60%
80%
100%
Exploratory interest Realistic perspective Positive attitude
toward teaching
Strong professional
commitment
Career Choice Intention
First semester Last semester
Vol. 13/ Núm. 3 2026 pág. 1826
In this context, Torres-Hernández and Lozano-Suárez, (2026) found that a teaching
vocation relates to beliefs in self-efficacy and professional skills. They highlight that such a
vocation can drive professional growth and help meet the challenges of teaching. This view
suggests that a more defined career choice relies not only on an interest in teaching but also on
how future teachers see their abilities and responsibilities.
Similarly, Rahaman (2025) argues that students’ identities and the futures they envision
can affect their commitment to learning English. The study shows that how students imagine their
identities and their roles in their educational settings influences their involvement in the learning
process. Thus, the desire to become a teacher may also link to how students picture themselves in
the profession.
Overall, Figure 4 suggests that the decision to teach develops gradually, moving from
initial interest to a clearer professional focus. However, due to the qualitative and exploratory
nature of the study, these differences should be seen as the participants’ views and intentions,
rather than proof that university training directly shapes their career choices.
This result adds to previous figures by showing that perceptions of vocation and
professional identity also affect the students’ future careers. While first-semester students mostly
express a sense of exploration, those in their final-semester display greater clarity about teaching
as a profession and the responsibilities it involves.
CONCLUSION
The results of this study show that students beliefs about the teaching vocation vary based
on their training stage. First-semester students primarily associated teaching with personal
interests, such as a love for English, enjoyment of teaching, and a wish to help others. In contrast,
eighth semester students had a broader understanding related to social responsibilities,
professional commitment, and the demands that come with teaching.
Additionally, the findings highlight differences in how participants shape their
professional identity. First-semester students showed more uncertainty and saw teaching as just a
possible career. Eighth-semester students had a clearer teaching identity, along with a stronger
awareness of ethical commitment and the need for ongoing learning. These results suggest that
experiences during initial teacher training can help future teachers gain a clearer understanding
of their professional role.
Both groups noted that the way teachers do their job can impact students’ motivation,
participation, and overall learning experience. Participants linked teacher commitment and
interest to better learning environment. In contrast, a perceived lack of vocation was associated
with lower participation and engagement in English classes, However, these findings reflect
participants views and do not prove a direct link between a teachers sense of vocation and
students’ academic motivation.
In this context, Torres-Hernández and Lozano-Suárez, (2026) found that a teaching
vocation relates to beliefs in self-efficacy and professional skills. They highlight that such a
vocation can drive professional growth and help meet the challenges of teaching. This view
suggests that a more defined career choice relies not only on an interest in teaching but also on
how future teachers see their abilities and responsibilities.
Similarly, Rahaman (2025) argues that students’ identities and the futures they envision
can affect their commitment to learning English. The study shows that how students imagine their
identities and their roles in their educational settings influences their involvement in the learning
process. Thus, the desire to become a teacher may also link to how students picture themselves in
the profession.
Overall, Figure 4 suggests that the decision to teach develops gradually, moving from
initial interest to a clearer professional focus. However, due to the qualitative and exploratory
nature of the study, these differences should be seen as the participants’ views and intentions,
rather than proof that university training directly shapes their career choices.
This result adds to previous figures by showing that perceptions of vocation and
professional identity also affect the students’ future careers. While first-semester students mostly
express a sense of exploration, those in their final-semester display greater clarity about teaching
as a profession and the responsibilities it involves.
CONCLUSION
The results of this study show that students beliefs about the teaching vocation vary based
on their training stage. First-semester students primarily associated teaching with personal
interests, such as a love for English, enjoyment of teaching, and a wish to help others. In contrast,
eighth semester students had a broader understanding related to social responsibilities,
professional commitment, and the demands that come with teaching.
Additionally, the findings highlight differences in how participants shape their
professional identity. First-semester students showed more uncertainty and saw teaching as just a
possible career. Eighth-semester students had a clearer teaching identity, along with a stronger
awareness of ethical commitment and the need for ongoing learning. These results suggest that
experiences during initial teacher training can help future teachers gain a clearer understanding
of their professional role.
Both groups noted that the way teachers do their job can impact students’ motivation,
participation, and overall learning experience. Participants linked teacher commitment and
interest to better learning environment. In contrast, a perceived lack of vocation was associated
with lower participation and engagement in English classes, However, these findings reflect
participants views and do not prove a direct link between a teachers sense of vocation and
students’ academic motivation.
Vol. 13/ Núm. 3 2026 pág. 1827
Finally, regarding career choice, first-semester students mainly showed an exploratory
interest in teaching, while eighth-semester students had a more realistic outlook, a positive attitude
toward teaching, and a clearer professional commitment. Overall, these findings suggest that a
calling to teach becomes more meaningful during initial teacher training, shaped by the
combination of students academic and professional experiences. However, due to the study’s
qualitative, descriptive, and exploratory nature, these differences should not be seen as a proof
that university training directly influences the development of a teaching vocation or the choice
to become a teacher.
Finally, regarding career choice, first-semester students mainly showed an exploratory
interest in teaching, while eighth-semester students had a more realistic outlook, a positive attitude
toward teaching, and a clearer professional commitment. Overall, these findings suggest that a
calling to teach becomes more meaningful during initial teacher training, shaped by the
combination of students academic and professional experiences. However, due to the study’s
qualitative, descriptive, and exploratory nature, these differences should not be seen as a proof
that university training directly influences the development of a teaching vocation or the choice
to become a teacher.
Vol. 13/ Núm. 3 2026 pág. 1828
REFERENCES
Asadpour, M., Bakhshi, M., Mirzapour, P., & Shahabi, M. (2025). The motivational role of
teachers: A systematic review of key factors influencing students' academic motivation.
European Journal of Psychology of Education, 40(133).
doi:https://doi.org/10.1007/s10212-025-01039-0
Badley, K., & Hughes, M. (2022). The Teaching Vocation and the Interior Lives of Teachers. In
Joyful Resilience as Educational Practice: Transforming Teaching Challenges into
Opportunities (pp. 1-9). New York: Routledge. doi:DOI: 10.4324/9781003124429-1
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in
the literature and implications for teacher education. Cambridge Journal of Education,
39, 175-189. doi:https://doi.org/10.1080/03057640902902252
Choi, L., & Park, M. (2022). Teaching Practicum During COVID-19: Pre-Service English
Language Teachers’ Professional Identities and Motivation. SAGE Open, 12(3).
doi:https://doi.org/10.1177/21582440221119472
Frenzel, A., Taxer, J., Schwab , C., & Kuhbandner , C. (2019). Independent and joint effects of
teacher enthusiasm and motivation on student motivation and experiences: A field
experiment. Motivation and Emotion, 43, 255–265. doi:https://doi.org/10.1007/s11031-
018-9738-7
Izadinia, M. (2013). A review of research on student teachers’ professional identity. British
Educational Research Journal, 29(4), 694–713.
doi:https://doi.org/10.1080/01411926.2012.679614 Digital Object Identifier (DOI)
Keller, M., Becker, E., Frenzel, A., & Taxer, J. (2018). When Teacher Enthusiasm Is Authentic
or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students’
Emotions. AERA Open, 4(2). doi:https://doi.org/10.1177/2332858418782967
Mekheimer, M. (2025). EFL teacher perceptions of student beliefs attitudes and motivation in
online learning. Discover Psychology., 5, 42. doi:https://doi.org/10.1007/s44202-025-
00329-4
Perdomo-López, C., Pérez, D., & González Afonso , M. (2025). Beliefs of pre-service teachers
regarding future teaching practice. Frontiers in Education, 10, 1630045.
doi:https://doi.org/10.3389/feduc.2025.1630045
Pérez Gracia, E., Serrano Rodríguez, R., & Pontes Pedrajas, A. (2022). Teachers’ Professional
Identity Construction: A review of the literature. Revista De Currículum Y Formación
Del Profesorado, 26(1), 371–393. doi:https://doi.org/10.30827/profesorado.v26i1.13211
Rushton, E., Rawlings Smith, E., Steadman, S., & Towers, E. (2023). Understanding teacher
identity in teachers'professional lives: A systematic review of theliterature. Review of
Education, 11(2), e3417. doi:https://doi.org/10.1002/rev3.3417
REFERENCES
Asadpour, M., Bakhshi, M., Mirzapour, P., & Shahabi, M. (2025). The motivational role of
teachers: A systematic review of key factors influencing students' academic motivation.
European Journal of Psychology of Education, 40(133).
doi:https://doi.org/10.1007/s10212-025-01039-0
Badley, K., & Hughes, M. (2022). The Teaching Vocation and the Interior Lives of Teachers. In
Joyful Resilience as Educational Practice: Transforming Teaching Challenges into
Opportunities (pp. 1-9). New York: Routledge. doi:DOI: 10.4324/9781003124429-1
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in
the literature and implications for teacher education. Cambridge Journal of Education,
39, 175-189. doi:https://doi.org/10.1080/03057640902902252
Choi, L., & Park, M. (2022). Teaching Practicum During COVID-19: Pre-Service English
Language Teachers’ Professional Identities and Motivation. SAGE Open, 12(3).
doi:https://doi.org/10.1177/21582440221119472
Frenzel, A., Taxer, J., Schwab , C., & Kuhbandner , C. (2019). Independent and joint effects of
teacher enthusiasm and motivation on student motivation and experiences: A field
experiment. Motivation and Emotion, 43, 255–265. doi:https://doi.org/10.1007/s11031-
018-9738-7
Izadinia, M. (2013). A review of research on student teachers’ professional identity. British
Educational Research Journal, 29(4), 694–713.
doi:https://doi.org/10.1080/01411926.2012.679614 Digital Object Identifier (DOI)
Keller, M., Becker, E., Frenzel, A., & Taxer, J. (2018). When Teacher Enthusiasm Is Authentic
or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students’
Emotions. AERA Open, 4(2). doi:https://doi.org/10.1177/2332858418782967
Mekheimer, M. (2025). EFL teacher perceptions of student beliefs attitudes and motivation in
online learning. Discover Psychology., 5, 42. doi:https://doi.org/10.1007/s44202-025-
00329-4
Perdomo-López, C., Pérez, D., & González Afonso , M. (2025). Beliefs of pre-service teachers
regarding future teaching practice. Frontiers in Education, 10, 1630045.
doi:https://doi.org/10.3389/feduc.2025.1630045
Pérez Gracia, E., Serrano Rodríguez, R., & Pontes Pedrajas, A. (2022). Teachers’ Professional
Identity Construction: A review of the literature. Revista De Currículum Y Formación
Del Profesorado, 26(1), 371–393. doi:https://doi.org/10.30827/profesorado.v26i1.13211
Rushton, E., Rawlings Smith, E., Steadman, S., & Towers, E. (2023). Understanding teacher
identity in teachers'professional lives: A systematic review of theliterature. Review of
Education, 11(2), e3417. doi:https://doi.org/10.1002/rev3.3417
Vol. 13/ Núm. 3 2026 pág. 1829
Rahaman, A. (2025). Identity, ideology, and capital in EFL learning: a narrative case study. Asian-
Pacific Journal of Second and Foreign Language Education, 10(13).
doi:https://doi.org/10.1186/s40862-024-00315-8
Shang, W., Yu, T., Liang, X., Wang, J., & Su, J. (2022). How Does Career Calling Influence
Preservice Teachers’ Learning Engagement? Multiple Mediating Roles of Occupational
Self-Efficacy and Vocational Outcome Expectation. Frontiers in Psychology, 13,
874895. doi:DOI: 10.3389/fpsyg.2022.874895
Torres-Hernández, E., & Lozano-Suárez, J. (2026). Vocación docente, creencias de autoeficacia
y competencias docentes en el profesorado mexicano. Revista de Investigación
Educativa(44). doi:https://doi.org/10.6018/rie.648001
Xing, Z. (2022). English as a Foreign Language Teachers’ Work Engagement, Burnout, and Their
Professional Identity. Frontiers in Psychology, 13.
doi:https://doi.org/10.3389/fpsyg.2022.916079
Yuan, R., & Lee, I. (2014). Pre-service teachers' changing beliefs in the teaching practicum: Three
cases in an EFL context. System, 1-12. doi:https://doi.org/10.1016/j.system.2014.02.002
Zhao, X., Wu, K., Sun, B., & Li, W. (2022). Teacher career calling reduces burnout: The
mediation effects of work engagement and psychological capital. Frontiers in
Psychology, 988467. doi:DOI: 10.3389/fpsyg.2022.988467
Rahaman, A. (2025). Identity, ideology, and capital in EFL learning: a narrative case study. Asian-
Pacific Journal of Second and Foreign Language Education, 10(13).
doi:https://doi.org/10.1186/s40862-024-00315-8
Shang, W., Yu, T., Liang, X., Wang, J., & Su, J. (2022). How Does Career Calling Influence
Preservice Teachers’ Learning Engagement? Multiple Mediating Roles of Occupational
Self-Efficacy and Vocational Outcome Expectation. Frontiers in Psychology, 13,
874895. doi:DOI: 10.3389/fpsyg.2022.874895
Torres-Hernández, E., & Lozano-Suárez, J. (2026). Vocación docente, creencias de autoeficacia
y competencias docentes en el profesorado mexicano. Revista de Investigación
Educativa(44). doi:https://doi.org/10.6018/rie.648001
Xing, Z. (2022). English as a Foreign Language Teachers’ Work Engagement, Burnout, and Their
Professional Identity. Frontiers in Psychology, 13.
doi:https://doi.org/10.3389/fpsyg.2022.916079
Yuan, R., & Lee, I. (2014). Pre-service teachers' changing beliefs in the teaching practicum: Three
cases in an EFL context. System, 1-12. doi:https://doi.org/10.1016/j.system.2014.02.002
Zhao, X., Wu, K., Sun, B., & Li, W. (2022). Teacher career calling reduces burnout: The
mediation effects of work engagement and psychological capital. Frontiers in
Psychology, 988467. doi:DOI: 10.3389/fpsyg.2022.988467