Constructing Professional Identity: Insights from Pre-service English Teachers in Costa Rica

Resumo

This article examines the construction of professional identity among pre-service English teachers at the University of Costa Rica, in the context of the long-standing socioeconomic importance of English in the country. English language proficiency is closely linked to employment opportunities, social mobility, and national development strategies; however, those who teach English often face low status and limited career recognition. While English proficiency carries broad employability value across sectors, this research focuses on teacher formation, better practice-linked preparation and transparent competences are the mechanisms most likely to translate that value into recognition for English teaching as skilled professional work. The study aims to explore how future teachers perceive the profession, what motivates them to pursue this path, and how current labour market conditions influence their outlook and identity formation. Using a qualitative, constructivist approach, ten semi-structured interviews were conducted in February and March 2025 with students enrolled in the English teaching programme. Participants were selected through purposive sampling and represented a range of academic and personal backgrounds. The data were analysed thematically, producing seven main themes related to motivation, career outlook, public perception, institutional experience, and professional ideals. Findings reveal that participants view teaching as both a meaningful vocation and a pragmatic choice, shaped by concerns over job stability, emotional exhaustion, and the undervaluing of the profession. While English is seen as a valuable skill, the act of teaching it is not equally respected. Participants expressed a preference for well-prepared local teachers over native speakers without training and identified gaps in their own preparation, especially in inclusive education and mental health awareness. The article concludes with recommendations for more holistic and context-aware teacher education policies that can enhance retention, wellbeing, and public recognition of English teachers.