Pre-Service EFL Teachers’ Identity Formation: A Longitudinal Study through E-Portfolio

: Pre-service teacher identity has gained relevance in teacher formation programs. The purpose of the study focuses on the exploration of EFL pre-service teacher identity formation during the transition to becoming EFL teachers in a four-year teacher-training program. A mixed methodological approach was used collecting data from the students’ reflective self-assessments uploaded in their e-portfolio for four years and a survey at the end of the program. Grounded theory was used to analyze the qualitative data and a statistical descriptive approach for quantitative data. Results show four stages along this identity process: support, discourage, adaptation, and self-reflection mixed with emotions.