Observing the classroom at hogwarts: A genetic look into a preservice English Teacher’s identity growth

Abstract

This qualitative study focuses on the identity development of an English language preservice teacher during a series of classroom observation activities that involved analysing filmic representations of fictional teachers. Data were collected through video observations, script-based tasks, group discussions, and semistructured interviews. Data were analysed at three levels: microgenetic (identity development process from thinking to speaking), ontogenetic (meanings about the self and the teaching profession), and sociocultural (fictional classrooms and teacher education contexts). Results evidenced that the participant’s beliefs and conceptions about language learning and teaching, possible selves, and inner dilemmas played a role in identity development. In conclusion, interaction with the Harry Potter series as a cultural and pedagogical artefact in the virtual practicum contributed to the participant’s identity development.