ABSTRACT
This chapter presents two teacher educators’ reflections on the application of strengths-based mentoring in supporting English as a Second Language (ESL) preservice teachers’ professional identity development. Gee’s (2001) identity framework is employed to explore preservice teachers’ identity formation situated within the institutional context; the discourse among preservice teachers, teacher educators, and cooperating teachers; and the affinities preservice teachers shared with one another. Implications and recommendations regarding ESL teacher education practices are provided.
