INTRODUCTION ..........................................................................................7
CHAPTER 1
Where this story begins ..............................................................................11
CHAPTER 2
The way theory helps construct this story .................................................17
2.1 Identity .......................................................................................................17
2.2 Teacher identity construction.....................................................................19
2.3 Student-centered approaches to EFL learning ...........................................25
CHAPTER 3
Social actors and actresses on their stage ..................................................31
3.1 Approach ....................................................................................................31
3.2 Type of study ..............................................................................................31
3.3 Stage ...........................................................................................................33
3.4 Social actors and actresses .........................................................................34
3.5 Ethical issues ..............................................................................................35
3.6 Data Collection Procedures ........................................................................36
CHAPTER 4
The eye of the narratives ............................................................................39
CHAPTER 5
What stories narrate ..................................................................................43
5.1 Thematic elements .....................................................................................43
5.2 Student-teachers’ beliefs about student-centered approaches .................44
5.2.1 Conceiving students as central agents in the teaching and
learning processes ......................................................................................45
5.2.2 Understanding the nature of barriers when implementing
changes in education ..................................................................................49
5.3 Student-teachers fluctuating from teacher-centered to
student-centered approaches .....................................................................54
5.3.1 Reflecting upon daily teaching experiences .......................................54
5.3.2 Constructing student-teachers’ projected identities as future
teachers ......................................................................................................60
CHAPTER 6
How the stories go on ................................................................................65
6.1 What is in our surroundings .......................................................................67
6.2 What future brings and what limited students’ voices ..............................68
REFERENCES ..............................................................................................71
Appendix a: initial survey to student-teachers ...........................................83
Appendix b: consent letter of student-teachers .........................................85
Appendix c: guidelines to write narratives .................................................87
