An Autobiographical Inquiry Into the (il)Legitimacy of Becoming EFL Teacher Educators: The Goldilocks Phenomenon

• In Event: Language Teachers' Identities and Experiences

Abstract

Who qualifies as teacher educators has been a topic of debate. Using the DeleuzoGuattarian framework of Beings and Becomings, this study aimed to explore pathways to becoming a teacher educator, highlighting tensions between expected and evolving identities and feelings of (il)legitimacy. Using an autobiographical narrative inquiry, six English as a Foreign Language (EFL) teacher educators shared experiences over a year through prompt-based written narratives. Findings revealed that becoming a teacher educator is an unintended journey shaped by diverse experiences, reflections, education, and research. Termed the 'Goldilocks phenomenon,' the educators' legitimacy fluctuated between contradictory feelings of never being qualified enough, yet developing an increasing sense of competency. This challenges current review processes and professional development needs for educators.

Authors

• Corinne Barger, Universidad del Bio-Bio

• Annjeanette Martin, Universidad de los Andes

• Loreto Aliaga Salas, University of Leeds