The ENABLE Model in Argentinian Initial Language Teacher Education: Developing Teacher Identity

Abstract

This exploratory qualitative study analyzes the implementation of the ENABLE model (Díaz Maggioli, 2022) in two different four-year Initial English Language Teacher Education (IELTE) programs in Argentina. The research aimed to examine how the ENABLE model supported student teachers' professional identity development, focusing on its strengths and constraints within two distinct Argentine IELTE contexts. Conducted in two higher education institutions across different provinces, the study involved initial surveys, classroom observations, analysis of lesson plans and coursework, and final reflective pieces. The researchers, who also acted as practicum supervisors in both contexts, adopted a teacher educator–researcher stance to design, implement, observe, and critically examine the pedagogical process and its outcomes. Results show that student teachers (StTs) developed their professional identity to varying degrees through a process in which mentor guidance, reflective practices, and the contextualized application of core concepts and practices played key roles. Relationships with peers, educators, and students, along with institutional contexts, were also influential. The ENABLE model, by organizing situated learning sequences, provided opportunities for bridging theory and practice, enhancing agency, and building professional confidence. Findings point to the importance of supporting student teachers beyond classroom management and lesson planning by integrating sociopolitical, ideological, and cultural dimensions into teacher education. The study contributes to the literature on professional identity formation and calls for the design of teacher education curricula that foster both pedagogical competence and deeper professional awareness.