Gómez Merino, CarolBravo Urrutia, ConstanzaGajardo Pizarro, InésLeiva Reveco, GonzaloVega Rosas, María JesúsFacultad de Educación y Ciencias Sociales.2020-05-282020-05-282019http://repositorio.unab.cl/xmlui/handle/ria/13745Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)It is a known fact that identity is not a static concept, rather it is something that constantly changes and evolves. For educators, it is influenced by positive and negative emotions and previous learning experiences. These elements are crucial during the practicum period, which is considered a base for teacher identity construction. Hence, the present study focuses in pre-service teachers’ identity construction and shaping. The present study attempted to explore how EFL pre-service teachers’ identity is shaped through practicum experiences, with a focus on the emotional aspect. Data were collected from four participants who are last year students at the English Teaching Program at a private University in Chile; three women and a man. All participants went through four practicums and passed all the Integración Laboral courses, as it is required by the program. While on their practicums, they experienced different realities, which were documented in pre-existing journals (an assignment for the course), individual interviews and a final reflective question. Findings revealed that there are two key elements that influence the teacher identity shaping: sense of belonging and role switching.enPráctica ProfesionalInglésInvestigacionesTesis