Construcción de la identidad de profesores de inglés: un estudio de caso en Chile

Barra lateral del artículo

PDF (English) HTML (English)
Publicado: ene. 9, 2018
DOI: https://doi.org/10.19183/how.25.1.380
Palabras clave:
construcción identidad, estudiantes de pedagogía de inglés, experiencias en pregrado, teoría sociocultural

Contenido principal del artículo

Dánisa Salinas
Universidad Andrés Bello
Maximiliano Ayala

Resumen

El objetivo del presente estudio es explorar, desde una perspectiva sociocultural, el proceso de construcción de la identidad profesional de dos estudiantes de pedagogía en inglés como lengua extranjera. Se utilizó un estudio de caso de índole cualitativo a través de narrativas, entrevistas semi-estructuradas y grupo focal. Los resultados muestran que el proceso de construcción de la identidad de los estudiantes de pedagogía es cambiante y dinámico, y se va formando a través de factores personales y externos tales como la auto-imagen, experiencias de aprendizaje y de prácticas profesionales que están interrelacionados.

Detalles del artículo

Cómo citar
Salinas, D., & Ayala, M. (2018). Construcción de la identidad de profesores de inglés: un estudio de caso en Chile. HOW Journal, 25(1), 33–49. https://doi.org/10.19183/how.25.1.380
Número
Vol. 25 Núm. 1: (January/June 2018)
Sección
Reportes de investigación

Los contenidos de la revista HOW se publican bajo la licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional. Usted es libre para copiar y redistribuir el material en cualquier medio o formato siempre y cuando usted otorgue el crédito de manera apropiada. Usted no puede hacer uso del material con fines comerciales. Si usted mezcla, transforma o crea nuevo material a partir de esta obra, usted no podrá distribuir el material modificado. Más información: http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es.

Se solicitará a los autores cuyos artículos se aceptan para publicación en HOW que firmen una cesión de derechos no exclusiva con el fin de permitir a ASOCOPI reproducir el texto completo en el internet o en cualquier otro medio disponible. Los autores conservan los derechos sobre sus manuscritos con las siguientes restricciones: el derecho de primera publicación es otorgado a ASOCOPI; los autores pueden establecer acuerdos no exclusivos con terceros siempre y cuando la publicación original en la revista HOW sea reconocida adecuadamente.

Biografía del autor/a

Dánisa Salinas, Universidad Andrés Bello

Dánisa Salinas holds an EdD, an MA in Linguistics, and two teaching degrees (EFL teacher and primary teacher). Her research areas are second language acquisition and teacher identity. She is the director of a TESOL Master Program and teaches in the undergraduate teaching Program at Universidad Andrés Bello.

Maximiliano Ayala

Maximiliano Ayala holds an MA in TESOL and a teaching degree in EFL. His research is focused on teaching English as a foreign language. He is currently working as a teacher of English and as a practicum supervisor.
Crossref
Scopus
Google Scholar
Europe PMC

Citas

Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. The Modern Language Journal, 81(1), 15-27. https://doi.org/10.1111/j.1540-4781.1997.tb01624.x.

Barahona, M. (2014). Exploring the curriculum of second language teacher education (SLTE) in Chile: A case study. Perspectiva Educacional: Formación de Profesores, 53(2), 45-67.

Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252.

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001.

Bloomfield, D. (2010). Emotions and “getting by”: A pre-service teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38(3), 221-234. https://doi.org/10.1080/1359866X.2010.494005.

Bullough, R. V. (1997). Practicing theory and theorizing practice in teacher education. In J. Loughran & T. Russell (Eds.), Purpose, passion, and pedagogy in teacher education (pp. 13-31). London, UK: Falmer Press.

Charmaz, K. (1996). Grounded theory. In J. A. Smith, R. Harré, & L. Van Langenhove (Eds.), Rethinking methods in psychology (pp. 27-49). London, UK: Sage Publications.

Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31(6), 711-726. https://doi.org/10.1080/002202799182954.

Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21. https://doi.org/10.1007/BF00988593.

Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston, US: Pearson Education.

Day, C. (2012). New lives of teachers. Teacher Education Quarterly, 39(1), 7-26.

Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616. https://doi.org/10.1080/01411920600775316.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford, UK: Oxford University Press.

Duff, P., & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486. https://doi.org/10.2307/3587834.

Fierro, L. E., & Matínez, L. (2012). Configuraciones sobre las construcciones de la identidad profesional de los profesores de inglés como lengua extranjera de escuelas primarias públicas. Retrieved from http://idiomas.mxl.uabc.mx/cii/cd/documentos/VI_03.pdf.

Harré, R., & Van Langenhove, L. (Eds.). (1999). Positioning theory: Moral contexts of intentional action. Oxford, UK: Blackwell.

James-Wilson, S. (2001, April). The influence of ethnocultural identity on emotions and teaching. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, USA.

Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257. https://doi.org/10.2307/40264518.

Johnston, J. L. (2012). Using identity as a tool for investigation: A methodological option in the researcher’s toolbox. International Journal of Arts & Sciences, 5(5), 1-9.

Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236-252. https://doi.org/10.1111/j.1540-4781.2011.01178.x.

Kelly, P. (2006). What is teacher learning? A socio-cultural perspective. Oxford Review of Education, 32(4), 505-519. https://doi.org/10.1080/03054980600884227.

Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3-18. https://doi.org/10.1080/02619760903457735.

Lee, S., & Schallert, D. L. (2016). Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about teaching. Teaching and Teacher Education, 56, 72-83. https://doi.org/10.1016/j.tate.2016.02.004.

Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, US: Lawrence Erlbaum Associates.

McKay, S. L. (2006). Researching second language classrooms. Mahwah, US: Lawrence Erlbaum Associates.

Miller, J. (2009). Teacher identity. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172-181). New York, US: Cambridge University Press.

Norton, B. (2006). Identity as a sociocultural construct in second language education. Retrieved from http://faculty.educ.ubc.ca/norton/Norton%202006%20in%20Australia%20TESOL.pdf.

Norton, B., & McKinney, C. (2010). An identity approach to second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 73-93). New York, US: Routledge.

Palmer, P. J. (1997). The heart of a teacher: Identity and integrity in teaching. Change: The Magazine of Higher Learning, 29(6), 14-21. https://doi.org/10.1080/00091389709602343.

Penuel, W. R., & Wertsch, J. V. (1995). Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30(2), 83-92. https://doi.org/10.1207/s15326985ep3002_5.

Richards, J. C. (2009). Second language teacher education today. Retrieved from http://www.professorjackrichards.com/wp-content/uploads/second-language-teacher-education-today-2009.pdf.

Sarasa, M. C. (2016). Devenir docente en la formación inicial: identidades de tránsito de futuros profesores de inglés. Revista Palabra, 6(1), 30-45.

Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal, 37, 149-175. https://doi.org/10.1177/0033688206067426.

Thomas, G. (2011). How to do your case study: A guide for students and researchers. Thousand Oaks, US: Sage Publications.

Trent, J. (2013). From learner to teacher: Practice, language, and identity in a teaching practicum. Asia Pacific Journal of Teacher Education, 41(4), 426-440. https://doi.org/10.1080/1359866X.2013.838621.

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44. https://doi.org/10.1207/s15327701jlie0401_2.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, US: Harvard University Press.

Zare-ee, A., & Ghasedi, F. (2014). Professional identity construction issues in becoming an English teacher. Procedia: Social and Behavioral Sciences, 98, 1991-1995. https://doi.org/10.1016/j.sbspro.2014.03.633.

Zembylas, M. (2003). Emotions and teacher identity: A post structural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213-238. https://doi.org/10.1080/13540600309378.