Students’ beliefs about teaching vocation in English language teaching
DOI:
https://doi.org/10.69639/arandu.v13i3.2509Palabras clave:
teaching vocation, professional identity, teacher education, English language teaching, student beliefsResumen
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 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.
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Derechos de autor 2026 Sherilyn Elizabeth Bravo Carpio , Alisson Mailyn Marcillo Solorzano , Ingrid Pamela Tobar Requena, Doménica Valentina Villamar Flor
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
