Page 117 - Apuntes de Investigación en la Enseñanza de Idiomas

101 Apuntes de Investigación en la Enseñanza de Idiomas

These issues apparently made them switch their role from teachers to students as they felt they
needed to study and prepare their classes more. When this happened, student-teachers often tur-
ned to their mentors, peers or supervisor for guidance and help, and they claimed that this support
allowed them to solve their problems and be more confident. Regarding support from their mentors
and supervisors, Norma claimed that whenever she had a doubt about a topic or how to explain it,
she turned to her supervisors:

When I don’t understand I ask my TESOL professor and she helps me and gives me tips to
teach the topic.

Likewise, Rodrigo said that he turns to his university supervisor and mentor

When I don’t have ideas on how to teach the topic the teacher gave me or when I don’t know
how to keep the kids quiet and working, because they have more experience than me and
they can help me see what works and what doesn’t. They have been very supportive.

Support, however, did not only come from their mentors and supervisors. Anna, for instance, said
that she turned to her peer when she did not know how to get the attention of her students:

I like to plan my class with Gina because together we come up with activities that are more
interactive and fun for the students. Also, we help each other at the time of teaching the class
so we can have more control of our students.

Similarly, Elena claimed that:
when I have a problem with my group I asked Alice because we have similar classes, so we
shared activities to help each other.

These statements seem to show that collaboration can reduce tension and increase confidence in
student-teachers. Participants claimed that as they got more experience, they began needing less
help from others because they felt more confident making decisions regarding their classes. For ins-
tance, Ileana said that at the beginning she felt very insecure:
I asked my TESOL teacher and my classmates for ideas to teach and control my group, but
then I learned and at the end I didn’t ask that much.
While Alice said that:

I though I knew how to control the class, but then I realized I couldn’t do it, so at the beginning
I asked my mentor and supervisor for tips but then I felt more confident with the group and I
was able to control them myself.

Similarly, Rodrigo seems to have strengthened his teacher identity during his practicum as he claimed
that:

I always wanted to teach, but at the beginning I thought I wasn’t a good teacher and even
that I shouldn’t teach because I felt overwhelmed, but with the help of my mentor, supervisor
and classmates I got more confidence and I was able to make my students learn, so I feel
very proud of myself now.

It can be said, therefore, that collaboration seems to have an impact in the shaping of the identity of
student-teachers.