La identidad profesional del maestro de inglés: el sentido de las prácticas de enseñanza

Autores/as

DOI:

https://doi.org/10.17227/folios.60-18458

Palabras clave:

Identidad profesional, maestros de inglés en ejercicio, Programa Nacional de Bilingüismo, desarrollo profesional docente, construcción de sentido

Resumen

El presente artículo de reflexión tiene por objetivo visibilizar la necesidad de indagar alrededor de la identidad profesional del maestro de inglés en ejercicio para comprender la naturaleza sobre la formación bilingüe al igual que la racionalidad de las prácticas de este actor educativo desde el marco de la política lingüística en Colombia. Para ello, se analiza, en primer lugar, los discursos ideológicos que han orientado el Programa Nacional de Bilingüismo y su impacto en los programas de desarrollo profesional docente. En segundo lugar, se presentan algunos conceptos y tendencias en la literatura acerca de la identidad profesional del maestro de inglés que conducen a explorar nuevos campos investigativos en esta materia. Las conclusiones sugieren reconocer la historicidad, la trayectoria, los valores y creencias del maestro como elementos que responden a la construcción de sentido sobre el proceso de enseñanza y aprendizaje del inglés, y que podrían contribuir al diseño de programas de formación docente.

Citaciones

Crossref Cited-by logo
0

Métricas PlumX

Visitas

53

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Abednia, A. (2012). Teachers’ Professional Identity: Contributions of a Critical efl Teacher Education Course in Iran. Teaching and Teacher Education, 28(5), 706-717. https://doi.org/10.1016/j.tate.2012.02.005

Alijani, A. y Barjesteh, H. (2018). The Role of efl Teacher’s Talk and Identity in Iranian Classroom Context. Theory and Practice in Language Studies, 8(6), 606- 612. https://doi.org/10.17507/tpls.0806.08

Alonso, J., Díaz, D. y Estrada, D. (2018). Achievements of a Bilingual Policy: The Colombian Journey. En S. Chumbow (ed.), Multilingualism and Bilingualism (pp. 57-74). InTech. https://doi.org/10.5772/intechopen.72114

Álvarez, I. y Badia, A. (2014). La identidad del profesor en contextos de educación presencial y virtual. En C. Monereo y J. Pozo (eds.), La identidad en psicología de la educación (pp. 213-232). Ediciones de la U.

Avalos-Rivera, A. (2016). Mexican English Teachers’ Identity Negotiations: A Narrative Study (tesis de doctorado). Universidad de Oklahoma. https://hdl.handle.net/11244/48778

Barkhuizen, G. (2021). Language Teacher Education Ident it y. Cambr idge University Press . https://doi.org/10.1017/9781108874083

Bastidas, J. (2015). Desarrollo profesional situado en el contexto de los profesores de inglés como lengua extranjera. En J. Bastidas y G. Muñoz (eds.), Fundamentos para el desarrollo profesional de los profesores de inglés (pp. 155-183). Editorial Universitaria; Universidad de Nariño.

Beauchamp, C. y 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

Behin, B., Esmaeili, F. y Asadollahi, R. (2018). An English Teacher’s Professional Identity Development: The Effect of Educational Policies. Journal of Modern Research in English Language Studies, 5(2), 19-40. https://doi.org/10.30479/jmrels.2019.10271.1278

Bonilla, C. y Tejada-Sánchez, I. (2016). Unanswered Questions in Colombia’s Foreign Language Education Policy. Profile. Issues in Teachers’ Professional Development, 18(1), 185-201. https://doi.org/10.15446/profile.v18n1.51996

Borg, S. (2006). Teacher Cognition and Language Education. Continunm.

Calderón, D. (2020). Of Native-speakerism and Colombian English Teachers’ Life Experiences [Tesis de maestría, Universidad Distrital Francisco José de Caldas].

Canagarajah, S. y Liyanage, I. (2012). Lessons from Pre-Colonial Multilingualism. En M. Martin-Jones, A. Blackledge y A. Creese (eds.), The Routledge Handbook of Multilingualism (pp. 49-65). Routledge.

Carabine, P. (2021). To What Extent Does UK Government Policy Discourse Shape the Professional Identity of Teachers in England? [Tesis de Doctorado, Universidad de Glasgow]. http://theses.gla.ac.uk/82742/

Cárdenas, M., González, A. y Álvarez, J. (2010). In Service English Teachers’ Professional Development: Some Conceptual Considerations for Colombia. Folios, 31, 49-68. https://doi.org/10.17227/01234870.31folios49.67

Cenoz, J. y Gorter, D. (2020). Teaching English through Pedagogical Translanguaging. World Englishes, 39(2), 300-311. https://doi.org/10.1111/weng.12462

Charris, A. (2017). Imaginarios sociales e identidad profesional de los docentes de inglés [Tesis de maestría, Universidad Distrital Francisco José de Caldas].

Correa, D., Usma, J. y Montoya, J. (2014). El Programa nacional de bilingüismo: Un estudio exploratorio en el departamento de Antioquia, Colombia. Íkala. Revista de Lenguaje y Cultura, 19(1), 101-116. http://www.redalyc.org/articulo.oa?id=255032609007

Cronquist, K. y Fiszbein, A. (2017). El aprendizaje del inglés en América Latina. Pearson. https://www.thedialogue.org/wp-content/uploads/2017/09/El-aprendizaje-delingl%C3%A9s-en-Am%C3%A9rica-Latina-1.pdf

Cruz, F. (2018). ELT policy interpretations and translations in rural Colombia. Current Issues in Language Planning, 19(4), 363-382. https://doi.org/10.1080/14664208.2017.1377903

Cruz, F. (2020). Rural English Language Teacher Identities: Alternative Narratives of Professional Success. Íkala, Revista de Lenguaje y Cultura, 25(2), 435-453. https://doi.org/10.17533/udea.ikala.v25n02a05

Darvin, R. y Norton, B. (2015). Identity and a Model of Investment in Applied Linguistics. Annual Review of Applied Linguistics, 35, 36-56. https://doi.org/10.1017/S0267190514000191

Day, C., Kington, A., Stobart, G. y 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

Escobar, W. (2013). Identity-forming Discourses: A Critical Discourse Analysis Policy Making Process Concerning English Language Teaching in Colombia. Profile. Issues in Teachers’ Professional Development, 15(1), 45-60. https://revistas.unal.edu.co/index.php/profile/article/view/37861

Fahd, S., Othman, J. y Senom, F. (2020). Saudi efl Teachers’ Identity Formation in Saudi Schools: A Case Study. Arab World English Journal, 11(3), 431-445. https://doi.org/10.24093/awej/vol11no3.27

Fajardo, J. (2013). “What Makes a Teacher”: Identity and Classroom Talk. Cuadernos de Lingüística Hispánica, 22, 127-146. https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/2159/5178

Flores, M. y Day, C. (2006). Contexts which Shape and Reshape New Teachers’ Identities: A Multi-Perspective Study. Teaching and Teacher Education, 22(2), 219-232. https://doi.org/10.1016/j.tate.2005.09.002

Gal, D. le. (2018). English Language Teaching in Colombia: A Necessary Paradigm Shift. Matices en Lenguas Extranjeras, 12, 156-190. https://doi.org/10.15446/male.n12.73267

Galvis, H. (2014). Retos para Colombia en el marco del Plan Nacional de Bilingüismo: Relato de experiencias in situ. Voces y Silencios: Revista Latinoamericana de Educación, 5(2), 206-218. https://doi.org/10.18175/vys5.2.2014.06

Giralt, M. (2018). El rol de la indagación en la identidad profesional docente: Situación actual y retos en la formación inicial [Tesis de doctorado, Universidad Ramón Llull]. https://tesisenred.net/bitstream/handle/10803/669864/Tesi_Mireya_Giralt.pdf?sequence=5&isAllowed=y

González, A. (2007). Professional Development of efl Teachers in Colombia: Between Colonial and Local Practices. Íkala. Revista de Lenguaje y Cultura, 12(18), 309-332. https://revistas.udea.edu.co/index.php/ikala/article/view/2722

González, A. (2009). On Alternative and Additional Certifications in English Language Teaching: The Case of Colombian efl Teachers’ Professional Development. Íkala. Revista de Lenguaje y Cultura, 14(22), 183-209. https://revistas.udea.edu.co/index.php/ikala/article/view/2638

González, A. (2023). Colombian Teachers of English as Agents in the Implementation of English Language Policies in a Multilingual Country. En N. Miranda, A. de Mejía y S. Valencia (eds.), Language Education in Multilingual Colombia: Critical Perspectives and Voices from the Field (pp. 149-164). Routledge.

González, A. y Llurda, E. (2016). Bilingualism and Globalisation in Latin America: Fertile Ground for Native-speakerism. En F. Copland, S. Garton y S. Mann (eds.), LETs and NESTs: Voices, Views and Vignettes (pp. 90-109). British Council. https://www.researchgate.net/publication/307630926

Gray, J. y Morton, T. (2018). Social Interaction and English Language Teacher Identity. Edinburgh University Press. http://www.euppublishing.com/series/ssint

Groves, M. (2019). Mapping Professional Identities of Dance Teachers across Time, Space and Practice: Towards a Model of Professional Identity Formation (tesis de doctorado). ucl Institute of Education. dart Europe e- Thesis Portal.

Guerrero, C. y Meadows, B. (2015). Global Professional Identity in Deterretorialized Spaces: A Case Study of a Critical Dialogue between Expert and Novice Non-native English Speaker Teachers. Profile. Issues in Teachers’ Professional Development, 17(2), 13-27. https://doi.org/10.15446/profile.v17n2.44194

Güngör, F. (2017). The Tensions between efl Teacher Identities and Inset in the Turkish Context. Profile. Issues in Teachers’ Professional Development, 19(1), 13-27. https://doi.org/10.15446/profile.v19n1.55110

Heller, M. y Martin-Jones, H. (2001). Introduction. Symbolic Domination, Education and Linguistic Difference. En M. Heller y M. Martin-Jones (eds.), Voices of Authority: Education and Linguistic Difference (pp. 1-28). Ablex Publishing.

Hernández, J. (2021). Discourse and Identity: Features of Language Classroom Interaction. Cuadernos de Lingüística Hispánica, 37, 1-19. https://doi.org/10.19053/0121053x.n37.2021.11578

Hersi, M. (2018). Teachers’ Professional Identity Construction: A Narrative Inquiry of Non-Native English-speaking Teachers in Saudi Arabia (tesis de doctorado). The University of New Mexico. https://digitalrepository.unm.edu/educ_llss_etds

Holland, D., Lachicotte, W., Skinner, D. y Cain, C. (1998). Identity and Agency in Cultural Worlds. Harvard University Press.

Imbernon, F. y Canto, J. (2013). La formación y el desarrollo profesional del profesorado en España y Latinoamérica. Sinética, 41, 1-12. http://www.redalyc.org/articulo.oa?id=99828325009

Instituto Colombiano para la Evaluación de la Educación (Icfes). (2022). Guía de orientación grado 11.°. Inglés. Autor. https://www2.icfes.gov.co/documents/39286/11090316/Guia_PC-Ingles-11-1.pdf/b036b985-ae0a-fa5a-0c68-79fa839abb1c?version=1.0&t=1657242928074

Karousiou, C. (2013). An Exploratory Study into Primary Teachers’ Professional Identity at a Time of Educational Reform in Cyprus (tesis de doctorado). Universidad de Manchester. dart Europe e- Thesis Portal.

Kayi-Aydar, H. (2015). Multiple Identities, Negotiation, and Agency Across Time and Space: A Narrative Inquiry of a Foreign Language Teacher Candidate. Critical Inquiry in Language Studies, 12(2), 137-160. https://doi.org/10.1080/15427587.2015.1032076

Kelchtermans, G. (2009). Who I Am in How I Teach is the Message: Self-understanding, Vulnerability and Reflection. Teachers and Teaching: Theory and Practice, 15(2), 257-272. https://doi.org/10.1080/13540600902875332

Kelchtermans, G. (2018). Professional Self-understanding in Practice: Narrating, Navigating and Negotiating. En P. Schutz, J. Hong y D. Cross (eds.), Research on Teacher Identity: Mapping Challenges and Innovations (pp. 229-240). Springer International Publishing. https://doi.org/10.1007/978-3-319-93836-3

Kiernan, P. (2008). Deconstructing Narrative Identity in English Language Teaching an Analysis of Teacher Interviews in Japanese and English (tesis de doctorado). Universidad de Birmingham. dart Europe e- Thesis Portal.

Lander, R. (2018). Queer English Language Teacher Identity: A Narrative Exploration in Colombia. Profile. Issues in Teachers’ Professional Development, 20(1), 89-101. https://doi.org/10.15446/profile.v20n1.63658

Leigh, L. (2019). “Of Course, I Have Changed!”: A Narrative Inquiry of Foreign Teachers’ Professional Identities in Shenzhen, China. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102905

Leon, M. (2021). The Intersection of Language Ideologies and Language Teacher Identities in the Expanding Circle (tesis de doctorado). Universidad de Arizona. http://hdl.handle.net/10150/661267

Makoni, S. y Pennycook, A. (2006). Disinventing and Reconstituting Languages. En N. Homberger y C. Baker (eds.), Bilingual Education and Bilingualism 62 (pp. 1-41). Multilingual Matters.

Martin-Jone, M. y Martin, D. (2017). Introduction. En M. Martin-Jones y D. Martin (eds.), Researching Multilingualism: Critical and Ethnographic Perspectives (pp. 1-27). Routledge.

März, V. y Kelchtermans, G. (2013). Sense-making and Structure in Teachers’ Reception of Educational Reform: A Case Study on Statistics in the Mathematics Curriculum. Teaching and Teacher Education, 29, 13-24. https://doi.org/10.1016/j.tate.2012.08.004

Méndez, P., Garzón, E. y Noriega-Borja, R. (2019). English Teachers’ Subjectivities: Contesting and Resisting Must-be Discourses. English Language Teaching, 12(3), 65-76. https://doi.org/10.5539/elt.v12n3p65

Merino, M. (2015). El desarrollo de la identidad docente en el profesorado de educación secundaria en un nuevo contexto social. un enfoque biográfico-narrativo (tesis de doctorado). Universidad de Sevilla. dart Europe e- Thesis Portal.

Mieles-Barrera, M., Henríquez-Linero, I. y Sánchez- Castellón, L. (2009). Identidad personal y profesional de los docentes de prescolar en el distrito de Santa Marta. Educación y Educadores, 12(1), 43-59. https://www.redalyc.org/articulo.oa?id=83411512005

Ministerio de Educación Nacional. (2006). Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Imprenta Nacional.

Ministerio de Educación Nacional. (2018). Programa Colombia Bilingüe. Informe de gestión 2014-2018. https://www.mineducacion.gov.co

Ministerio de Educación Nacional. (2022). Pacto por la equidad, pacto por la educación. Plan sectorial de educación 2028-2022. https://www.elcolombiano.com/especialesmarcasaliadas/la-educacion-es-de-todos/pdfs/balance_plan_sectorial_2018-2022.html

Miranda, N. (2014). Política educativa para la enseñanza del inglés en Colombia y pedagogía crítica: Un binomio posible. Cuadernos Interdisciplinarios Pedagógicos, 1, 81-96. https://www.academia.edu/12373619/Pol%C3%ADtica_Educativa_para_la_Ense%C3%B1anza_del_Ingl%C3%A9s_en_Colombia_y_Pedagog%C3%ADa_Cr%C3%ADtica_Un_Binomio_Posible

Miranda, N. y Valencia, S. (2019). Unsettling the “Challenge”: elt Policy Ideology and the New Breach amongst State-funded School in Colombia. Changing English: Studies in Culture and Education, 26(3), 282-294. https://doi.org/10.1080/1358684X.2019.1590144

Miranda, N. y Valencia, S. (2023). English in Education Policy in Colombia: Two Decades of Policy Discourse and Appropriation. En N. Miranda, A. de Mejía y S. Valencia (eds.), Language Education in Multilingual Colombia: Critical Voices and Perspectives from the Field (pp. 94-113). Routledge.

Mora, A., Trejo, P. y Roux, R. (2014). English Language Teachers’ Professional Development and Identities. Profile. Issues in Teachers’ Professional Development, 16(1), 49-62. https://doi.org/10.15446/profile.v16n1.38153

Moslemi, N. y Habibi, P. (2019). The Relationship among Iranian efl Teachers’ Professional Identity, self-efficacy and Critical Thinking Skills. HOW, A Colombian Journal for Teachers of English, 26(1), 107-128. https://doi.org/10.17533/How.Asocopi.v26n01m43

Mosquera-Pérez, J. y Losada-Rivas, J. (2022). efl Teachers’ Professional Identity: A Narrative Study with Colombian Graduate Students. Profile. Issues in Teachers’ Professional Development, 24(2), 47-62. https://doi.org/10.15446/profile.v24n2.91744

Motallebzadeh, K. y Kazemi, B. (2018). The Relationship between efl Teachers’ Professional Identity and their Self esteem. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1443374

Norton, B. (1997). Language, Identity, and the Ownership of English. TESOL Quarterly, 31(3), 409. https://doi.org/10.2307/3587831

Ocampo, J. (2019). Poder, discursos y reformas educativas en la configuración de la identidad emocional y profesional docente. Colombia 199-2013 (tesis de doctorado). Universidad de Oviedo. dart Europe e- Thesis Portal.

Ospina, L. (s. f.) Reflexiones sobre la evaluación del aprendizaje (documento inédito). Universidad del Quindío.

Pineda, D. (2018). efl Teachers’ Identities and their Teaching and Assessment Practices in a Public University of a Major City in Colombia (tesis de doctorado). Universidad de Texas. https://digitalcommons.utep.edu/open_etd

Pinzón, H. (2017). Narrativas de la identidad profesional docente en perspectivas de género (tesis de doctorado). Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.

Polo, A. y Guerrero, C. (2013). “Of Being and not Being”: Colombian Public Elementary School Teachers’ Oscilating Identities. HOW, A Colombian Journal for Teachers of English, 20, 190-205. https://howjournalcolombia.org/index.php/how/article/view/30

Quintero-Polo, Á., Duarte-González, C. y León-Castro, A. (2022). Identity as a Source of Agency for Transformative English Language Teachers. Educación y Humanismo, 24(43), 110-128. https://doi.org/10.17081/eduhum.24.43.5758

Ramos, F. (2017). The Process of English Language Teachers’ Professional Identity (re)Construction at ifc: An Interpretative Qualitative Study (tesis de doctorado). Universidad Federal de Santa Catarina.

Rendon, J. (2019). Exploring efl Teachers’ Activity and Identity Construction through the Path of Private Institutional Policies (tesis de maestría). Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.

Richardson, C. (2019). How a Community of Practice Shapes a Modern Foreign Language Teacher’s View of Herself as a Teacher over Time and Space: A Biographical Case Study. En M. Gallardo (ed.), Negotiating Identity in Modern Foreign Language Teaching. Springer International Publishing. https://doi.org/10.1007/978-3-030-27709-3

Riquelme, M. (2019). Narratives of Language Teacher Educators: Unveiling their Professional Identities, Agency, and Pedagogies (tesis de doctorado). Universidad de Washington. Open Access Theses and Dissertations.

Rodriguez, A. (2022). English Teachers Gendered Identities Constructions in their Doings, Sayings and Relatings. Colombian Applied Linguistics Journal, 24(1), 106-118. https://doi.org/10.14483/22487085.17903

Rubiano, C., Frodden, C. y Cardona, G. (2000). The Impact of the Colombian Framework for English (cofe) Project: An Insider’s Perspective. Íkala. Revista de Lenguaje y Cultura, 5(9-10), 37-55. https://doi.org/10.17533/udea.ikala.8545

Ruiz, R. (1984). Orientations in Language Planning. Nabe Journal, 8(2), 15-34. https://doi.org/10.1080/088550 72.1984.10668464

Salinas, D. (2017). efl Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile. World Journal of Education, 7(6), 1. https://doi.org/10.5430/wje.v7n6p1

Scholes Gillings de González, B. (2011). The Nature of Recognition in tefl Teachers’ Lives. Profile. Issues in Teaching Professional Development, 13(1), 75-87. https://revistas.unal.edu.co/index.php/profile/article/view/20559

Shohamy, E. (2022). Critical Language Testing, Multilingualism and Social Justice. TESOL Quarterly, 56(4), 1445-1457. https://doi.org/10.1002/tesq.3185

Sierra, A. (2016). Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia. Profile. Issues in Teachers’ Professional Development, 18(1), 203-217. https://doi.org/10.15446/profile.v18n1.47807

Sierra, A. (2018). Changing Teaching Practices: The Impact of a Professional Development Program on a Language Teacher. Íkala. Revista de Lenguaje y Cultura, 23(1), 101-120. https://doi.org/10.17533/udea.ikala.v23n01a08

Steadman, A., Kayi-Aydar, H. y Vogel, S. (2018). From College Composition to esl: Negotiating Professional Identities, New Understandings and Conflicting Pedagogies. System, 76, 38-48. https://doi.org/10.1016/j.system.2018.04.013

Tello, C. (2016). Políticas de subjetividad: Autonomía e identidad docente en Latinoamérica. Revista Interacções, 12(40), 70-88. https://doi.org/10.25755/int.10687

Thongsongsee, J. (2012). The Negotiation of Thai efl Teachers’ Identities and their Classroom Practices: A Case Study of a Thai Public University [Tesis de doctorado, Universidad de Bristol].

Thorne, C. (2015). An Investigation of the Professional Identity of Teacher Educators in the uaec (tesis de doctorado). Universidad de Exeter. Open Access Theses and Dissertations.

Thu-Huyen, L. (2012). Engaging with the “Global-Local” Debate in English Language Teaching: Professional Identity and Teaching Practice (tesis de doctorado). Universidad de Vietnam. Bielefeld Academic Search Engine.

Torres-Rocha, J. (2017). High School efl Teachers’ Identity and their Emotions towards Language Requirements. Profile. Issues in Teachers’ Professional Development, 19(2), 41-55. https://doi.org/10.15446/profile.v19n2.60220

Ubaque, D. y Castaneda-Peña, H. (2017). Teacher Research: Uncovering Professional Identities and Trajectories of Teacher through Narrative Research. A Colombian Case. International Education Studies, 10(3), 35-45. https://doi.org/10.5539/ies.v10n3p35

Ubaque-Casallas, D. (2021). Language Pedagogy and Identity: Learning from Teachers’ Narratives in the Colombian elt. HOW, A Colombian Journal for Teachers of English, 28(2), 33-52. https://doi.org/10.19183/how.28.2.604

Ubaque-Casallas, D. y Castañeda-Peña, H. (2021). “I’m Here and I am Queer”. Teacher Identities in ELT: A Colombian Study. Folios, 53, 91-105. https://doi.org/10.17227/folios.53-11291

Usma, J. (2009). Education and Language Policy in Colombia: Exploring Process of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile. Issues in Teachers’ Professional Development, 11(1), 123-141. https://revistas.unal.edu.co/index.php/profile/article/view/10551

Varghese, M. (2011). Language Teacher Education and Teacher Identity. En F. Hult y A. King (eds.), Educational Linguistics in Practice: Applying the Local Globally and the Global Locally (pp. 45-55). Multilingual Matters.

Varghese, M., Morgan, B., Johnston, B. y Johnson, K. (2005). Theorizing Language Teacher Identity: Three Perspectives and Beyond. Journal of Language, Identity & Education, 4(1), 21-44. https://doi.org/10.1207/s15327701jlie0401_2

Wang, P. (2020). Too Many Constraints: Five First-year efl Teachers’ Professional Identity Constructions. European Journal of Teacher Education, 44(2), 180-199. https://doi.org/10.1080/02619768.2020.1758662

Widodo, H., Fang, F. y Elyas, T. (2020). The Construction of Language Teacher Professional Identity in the Global Englishes Territory: “We are Legitimate Language Teachers”. Asian Englishes, 22(3), 309-316. https://doi.org/10.1080/13488678.2020.1732683

Xiaoyan, R. (2014). Teacher Identity Reconstruction in Response to China’s Curriculum Reform: A Case Study of Six English Language Teachers (tesis de doctorado). Universidad de Hong Kong. Bielefeld Academic Search Engine.

Zambrano, A. (2019). El desarrollo profesional docente: Diario pedagógico y práctica. Desarrollo Profesoral Universitario, 7(1), 92-100. https://doi.org/10.26852/2357593x.193

Descargas

Publicado

2024-07-01

Cómo citar

Tinoco-Villanueva, T. P. (2024). La identidad profesional del maestro de inglés: el sentido de las prácticas de enseñanza. Folios, (60), 97–112. https://doi.org/10.17227/folios.60-18458

Número

Sección

Artículos

Métricas PlumX