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This paper derives from the innovative language teacher education programme described in a previous article published in Language Learning Journal (Burley & Pomphrey, 2002). It outlines the development in student teachers' understanding of their role as language educators through an analysis of the beginning and end of this language teacher education programme, based around a cross-subject dialogue between English and Modern Languages and using a personal narrative approach within a social constructivist model of language teacher education. It presents qualitative data in the form of student teachers' voices which show the progress made over the years in constructing a dialogue which creates a new identity for language teachers as language educators.
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Burley et al. (2003) studied this question.
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