ABSTRACT This study uses teacher identity as an analytic lens to explore how pre-service teachers’ professional identity developed during teacher education and to examine what aspects of teacher education promote the development of teacher identity. Guided by the teacher’s personal interpretative framework and utilizing a narrative inquiry with a cross-sectional research design, this study employed interviews to elicit data from 50 English-majored pre-service teachers at a five-year teacher education program in Thailand. The findings revealed that multiple dimensions of teacher identity were changed at different points of time. Two patterns of identity changes were found: sudden and gradual changes. Additionally, the roles of teacher education in promoting teacher identity development are passive and fragmented, relying on the pre-service teachers to connect the dots of their own identity. This study serves as a springboard for teacher educators to reconsider the teacher education curriculum and redefine practices in teacher education.

中文翻译：

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在泰国学习成为英语老师的叙事：通过教师教育计划发展身份

摘要本研究以教师身份为分析视角，探讨了职前教师在教师教育过程中的职业身份是如何发展的，并研究了教师教育的哪些方面促进了教师身份的发展。在教师的个人解释框架的指导下，并利用叙述性探究和横断面研究设计，本研究采用了访谈，以从泰国一项为期五年的教师教育计划中的50名英语专业的职前教师中获取数据。调查结果表明，教师身份的多个维度在不同的时间点都发生了变化。发现身份变化的两种模式：突然变化和逐渐变化。此外，教师教育在促进教师身份发展方面的作用是被动的和零散的，依靠职前教师来连接自己的身份点。这项研究是教师教育者重新考虑教师教育课程并重新定义教师教育实践的跳板。