English Language Preservice Teachers’ Identity Construction Within Academic and Other Communities

This article reports on a doctoral research that sought to unveil the identities present in communities which four English as foreign language preservice teachers belong. The study was carried out with decolonial perspective included an interepistemic dialogue among narrative inquiry, pedagogy, and indigenous paradigm. main instrument of data collection autobiographies. participants researcher analysed jointly. findings indicate teachers’ identity construction is mutable not essentialised. Mutable it changes over time essentialised since involves social, cultural, personal dimensions.