“Who am I as a teacher?”: argumentative processes in English student-teachers’ identity (re)constitution through the learning of blog practices

Abstract

This article aims at analyzing the argumentative processes mobilized by student-teachers from a Modern Foreign Language- English course when posting in blogs and their relations to identity (re)constitution. The data was gathered in an elective unit course and was part of one of the author’s master research. During 2010, the student-teachers from 3rd year participated in the elective course named “Genres and Foreign Language Teaching” and produced their own blog as part of the required activities. The data are analyzed according to the textual analysis procedures of SDI (BRONCKART, 2003) and to Argumentative Semantics procedures (KOCH, 1997; OLIVEIRA, 2003; AZEVEDO; OLIVEIRA, 2005). The analysis revealed a process of validation and consolidation of the student-teachers selves, through the learning of blog practices, and the emergence of argumentative processes which highlight traces of identity (re)constitution.