This doctoral research explores, from a critical and decolonial perspective, the experiences of a group of pre-service English teachers during their transition to professional practice in the Department of Huila, Colombia, through collective narrativization processes. Using collaborative autoethnography, my own journey as a language learner, English teacher, and teacher educator is interwoven with the participants’ stories to understand how their professional identities are constructed in contexts shaped by colonial legacies, institutional tensions, and social inequalities. The methodology unfolded in three phases: writing individual autoethnographies, co-constructing collective narratives, and conducting post-graduation dialogic encounters. Analysis revealed three interconnected...