ABSTRACT
Identity in this chapter is analysed using corpus-based discourse analysis in terms of deixis and narration in the face-to-face and online modes (blogs, chat, and discussion forums). The pronouns I and we are examined in terms of identity positioning where the student teachers focus on themselves as novices, while simultaneously being knowledgeable in their roles as novices, therefore emitting a novice and professional identity. The examination of narratives and reflection are examined using Labov’s framework for narrative analysis and Jay and Johnson’s framework for reflective practice. Interviews with student teachers are also used in combination with the corpus-based findings to explore narration, identity, and reflective practice within the language teacher education community of practice. Findings show that the online and face-to-face interactions offer spaces to discuss, reflect, and share experiences, while promoting identity formation and positioning. The interactions encourage reflective practice, and the student teachers are individually and co-operatively negotiating identities.
