Author Information
Erika De la Barra, Universidad de Santiago de Chile, ChileSoffia Carbone, Universidad Mayor, Chile
Sylvia Veloso, Universidad de Santiago de Chile, Chile
Abstract
This study examines the influence of gender stereotypes on the development of teaching identity among pre-service English teachers at a public university in Chile. The main objective was to understand how entrenched stereotypes influence identity construction, self-perception, and classroom authority during the formative period and the professional teaching practice. Data were collected from two cohorts: the 2024 cohort, comprising 6 participants, and the 2025 cohort, comprising 13 participants. Two semi-structured interviews were conducted as part of a qualitative research design, during which participants shared their experiences regarding the influence of gender stereotypes on their professional identity. Data were analysed through thematic coding with the assistance of Atlas—ti software. The findings show that participants experienced significant identity shifts. Initially, they reported insecurity and challenges in asserting authority due to gender-based biases. Over time, reflective practice and classroom experience contributed to increased self- confidence and a more defined professional identity. However, challenges remain, particularly the tendency of students to respect male figures more readily than female teachers, which undermines classroom management and authority. The study contributes empirical insight into the intersection of gender, language teaching, and identity in the Chilean ELT context. It highlights the need for gender-sensitive strategies and curricular reforms to support the professional development of female English language teachers and foster more equitable teaching environments.
Paper Information
Conference: BCE2025Stream: Professional Training
This paper is part of the BCE2025 Conference Proceedings (View)
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To cite this article:
Barra E., Carbone S., & Veloso S. (2025) Negotiating Authority, Identity, and Gender: Stories of Pre-service English Teachers Challenging Stereotypes in Chilean Classrooms ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings (pp. 79-90) https://doi.org/10.22492/issn.2435-9467.2025.7
To link to this article: https://doi.org/10.22492/issn.2435-9467.2025.7
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