Estudiantes-profesores de lenguas: identidades emergentes en la práctica docente
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ago 23, 2023
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Resumen
La práctica docente ha sido un escenario clave en la construcción de identidades profesionales.Este estudio busca indagar la forma en que cinco estudiantes-profesores de inglés construyen su identidad profesional en la práctica docente.Para ello se utilizó una metodología de investigación narrativa, con el fin de analizar realidades vividas por los participantes. Los resultados sugieren que dimensiones como la de violencia en el aula y los discursos de docentes, alumnos y estudiantesprofesores, emergen para la construcción de identidades. Estas construcciones retan formas dominantes de enseñanza del inglés, y confrontan a los estudiantes-profesores con su yo humano y tolerante en el aula.
Keywords
Identity, teaching practice, teacher education, foreign languagesIdentidad, práctica pedagógica, formación de docentes, lengua extranjera
References
Archanjo, R., Barahona, M. & Finardi, K. (2019). Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile. Colombian Applied Linguistics, 21(1), 71-84. https://doi.org/10.14483/22487085.14086
Atkinson, P. & Coffey, A. (2003). Encontrar el sentido a los datos cualitativos. Estrategias complementarias de investigación. Editorial Universidad de Antioquia.
Barahona, M. (2015). English language teacher education in Chile: A cultural historical activity theory perspective. Routledge. https://doi.org/10.4324/9781315689937
Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391-414. http://www.jstor.org/stable/41307694
Barkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47, 12-27. http://dx.doi.org/10.1016/j.system.2014.09.014
Barkhuizen, G. (2017). Reflections on language teacher identity research. Routledge.
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
Block, D. (2006). Multilingual identities in a global city. Palgrave.
Bolívar, A. (2018). Una dirección necesitada de identidad profesional. Cuadernos de Pedagogía, 490, 60-64. http://hdl.handle.net/11162/186968
Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. State University of New York Press.
Buckworth, J. (2017). Issues in the Teaching Practicum. En G. Geng, P. Smith & P. Black (eds.), The challenge of teaching: Through the eyes of pre-service teachers (pp. 9-17). Springer Singapore. https://doi.org/10.1007/978-981-10-2571-6_2
Buendía-Arias, X. P., André-Arenas, A. & Rosado-Mendinueta, N. del R. (2020). Factors shaping EFL preservice teachers’ identity configuration. Íkala, Revista de Lenguaje & Cultura, 25(3), 583-603. https://doi.org/10.17533/udea.ikala.v25n03a02
Candela, P., Jiménez Andújar, E. M. & Blanco García, M. (2021). Del estigma a la colaboración docente: La transformación de una ‘escuela extraordinaria’. Revista Interuniversitaria de Formación del Profesorado, 96 (35.1), 227-244. https://doi.org/10.47553/rifop.v96i35.1.82488
Castañeda-Peña, H. (2018). Structuralist, poststructuralist and decolonial identity research in English language teaching and learning: A reflection problema- tizing the field. En H. Castañeda-Peña et al., ELT Local Research Agendas I (pp. 17-35). Universidad Distrital Francisco José de Caldas.
Castañeda-Trujillo, J. E. & Aguirre-Hernández, A. J. (2018). Pre-service English teachers’ voices about the teaching practicum. HOW Journal, 25(1), 156- 173. https://doi.org/10.19183/how.25.1.420
Day, C. (2012). New lives of teachers. Teacher Education Quarterly, 39(1), 7-26. http://www.jstor.org/stable/23479560
Denzin, N. K. & Lincoln, Y. S. (2011). Introduction. The discipline and practice of qualitative research. En N. K. Denzin & Y. S. Lincoln (eds.), The age hand- book of qualitative research (pp. 1-20). Sage.
Elliott, J. (2005). Using narrative in social research: Qualitative and quantitative approaches. Sage.
Flores, M. A. & 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
Gajardo-Asbún, K. P. (2019). Estado del arte sobre identidad docente: investigación de experiencias de profesores en formación y en ejercicio. IE Revista de Investigación Educativa de la REDIECH, 10(18), 79-93. https://dx.doi.org/10.33010/ie_rie_rediech.v10i18.217
Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian Journal of Teacher Education, 38(3), 92-108.
Gao, F. (2012). Teacher identity, teaching vision, and Chinese language education for South Asian students in Hong Kong. Teachers and Teaching, 18(1), 89- 99. https:/doi.org//10.1080/13540602.2011.622558
Gao, X. & Benson, P. (2012). “Unruly pupils” in pre-service English language teachers’ teaching practicum experiences. Journal of Education for Teaching: International Research and Pedagogy, 38(2), 127-140. https://doi.org/10.1080/02607476.2012.656440
García, C. & Gallego-Domínguez, C. (2018). ¿Quién soy yo como maestro? Construcción de la identidad profesional en docentes principiantes. En I. Cantón & M. Tardif (coords.), Identidad profesional docente (pp. 39-49). Narcea.
Garner, J. & Kaplan, A. (2019). A complex dynamic systems perspective on teacher learning and identity formation: An instrumental case. Teachers and Teaching, 25(1), 7-33. https://doi.org/10.1080/13540602.2018.1533811
Gu, M. & Benson, P. (2015). The formation of English teacher identities: A cross-cultural investigation. Language Teaching Research, 19(2), 187-206. https://doi.org/10.1177/1362168814541725
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
Le, C. V. (2014). Great expectations: The TESOL practicum as a professional learning experience. TESOL Journal, 5(2), 199-224. https://doi.org/10.1002/tesj.103
Le Huu Nghia, T., & Ngoc Tai, H. (2017). Preservice teachers’ identity development during the teaching internship. Australian Journal of Teacher Educa- tion, 42(8). http://dx.doi.org/10.14221/ajte.2017v42n8.1
Mahboob, A. (2016). Recognizing the local in language teacher identity. En G. Barkhuizen (Ed.), Reflections on language teacher identity (cap. 8). Routledge.
Madueño, M. L. & Márquez, L. (2020). Formación de la identidad docente de estudiantes de la carrera de educación primaria desde la experiencia de la práctica profesional. Formación Universitaria, 13(5), 57-68. http://dx.doi.org/10.4067/S0718-50062020000500057
Marín-Suelves, D., Pardo-Baldoví, M. I., Vidal-Esteve, M. I. & San Martín-Alonso, A. (2021). Indagación narrativa y construcción de identidades docentes: La reflexión pedagógica como herramienta de formación docente. Revista Electrónica Interuniversitaria de Formación del Profesorado, 24(2), 125-138. https://doi.org/10.6018/reifop.469691
Mason, S. L. & Chik, A. (2020). Gender and language teacher identity: Narra- tives from Higher Education. Sexuality & Culture 24, 1028-1045. https://doi.org/10.1007/s12119-020-09749-x
McAlpine, L. (2016). Why might you use narrative methodology? A story about narrative. Estonian Journal of Education / Eesti Haridusteaduste Ajakiri, 4(1), 32-57.
Molina-Pérez, J. & Luengo, J. (2020). Reconstrucciones “resilientes” de la identidad profesional del profesorado: Endoprivatización y cultura performativa en Andalucía. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(2), 57-75. https://doi.org/10.15366/reice2020.18.2.003
Nguyen, L. (2014). The place of pedagogical internship in the reform of teacher education in Vietnam. En J. Calvo de Mora & K. Wood (eds.), Practical knowldege in teacher education (pp. 44-57). Routledge.
Patton, M. Q. (2001). Qualitative research and evaluation and methods (3rd ed.). Sage.
Pavlenko, A. & Blackledge, A. (2004). Negotiation of identities in multilingual contexts. Multilingual Matters.
Polkinghorne, D. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23.
Quintero-Polo, A. H. (2016). Creating a pedagogical space that fosters the (re) construction of self through life stories of pre-service English language teachers. HOW, 23(2), 106-124. http://dx.doi.org/10.19183/how.23.2.293
Reyes, J. & Plata, C. (2018). Construcción de representaciones sociales del do- cente de lenguas extranjeras acerca de su ejercicio: estudio de caso en una universidad colombiana. Signo y Pensamiento, 37(73), 1-24. https://doi.org/10.11144/Javeriana.syp37-73.crsd
Riessman, C. K. (2008). Narrative methods for the human sciences. Sage. Rivas-Flores, J. I., Márquez-García, M. J., Leite-Méndez, A. & Cortés-González, P. (2020). Narrativa y educación con perspectiva decolonial. Márgenes, Revista
de Educación de la Universidad de Málaga, 1(3), 46-62.
Robinson, O. (2014). Sampling in interview-based qualitative research: A theo- retical and practical guide. Qualitative Research in Psychology, 11(1), 25-41.
Robinson, M. S., Tejada, J. & Blanch, S. (2018). ¿Cómo construyen su identidad las educadoras de párvulos principiantes? Una mirada desde diferentes rea- lidades educativas. Perspectiva Educacional Formación de Profesores, 57(3),
104-130. http://dx.doi.org/10.4151/07189729-vol.57-iss.3-art.766
Russell, T. & Martin, A. K. (2013). Challenges to promoting quality in preservice practicum experiences. En M. A. Flores, A. A. Carvalho, F. I. Ferreira & M. T. Vilaça (eds.), Back to the future (pp. 219-230). Sense Publishers. https://doi.org/10.1007/978-94-6209-240-2_13
Salazar-Noguera, J. & McCluskey, K. (2017). A case study of early career secondary teachers’ perceptions of their preparedness for teaching: lessons from Australia and Spain. Teacher Development, 21(1), 101-117. https://doi.org/10.1080/13664530.2016.1204353
Salinas, D. & Ayala, M. (2018). EFL student-teachers’ identity construction: A case study in Chile. HOW, 25(1), 33-49. https://doi.org/10.19183/how.25.1.380
Sarmento, T., Martins, R. M., Rocha, S. A. & Leal da Costa, C. (2020). Experiência e identidades em (re) construção. Revista Historia de la Educación Latinoamericana, 22(35), 209-227. https://doi.org/10.19053/01227238.11928
Sharp, N. L., Bye, R. A. & Cusick, A. (2018). Narrative analysis. En P. Liamputtong (Ed.), Handbook of Research Methods in Health Social Sciences (pp. 1-21). https://doi.org/10.1007/978-981-10-2779-6_106-1
Shkedi, A. (2004). Second-order theoretical analysis: A method for constructing theoretical explanation. International Journal of Qualitative Studies in Education, 17(5), 627-646. https://doi.org/10.1080/0951839042000253630
Souto-Gómez, A. I., Rial-Sánchez, A. F. & Talavera-Valverde, M. Á. (2020). Aspectos que conforman la identidad profesional del profesorado de formación y orientación laboral. Estudios sobre Educación, 38, 29-57. https://doi.org/10.15581/004.38.29-57
Sutherland, L., Howard, S. & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465. https://doi.org/10.1016/j.tate.2009.06.006
Teng, M. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers’ practicum experiences. Australian Journal of Teacher Education, 42(11). http://ro.ecu.edu.au/ajte/vol42/iss11/8
Trent, J. (2010). “My two masters”: Conflict, contestation, and identity construction within a teaching practicum. Australian Journal of Teacher Education, 35(7), 1-14. http://dx.doi.org/10.14221/ajte.2010v35n7.1
Ubaque-Casallas, D. (2021). Language pedagogy and teacher identity: A decolonial lens to English language teaching from a teacher educator’s experience. Profile: Issues in Teachers’ Professional Development, 23(2), 199-214. https://doi.org/10.15446/profile.v23n2.90754
Ubaque-Casallas, D. F. & Aguirre-Garzón, E. (2020). Re-signifying teachers’ epistemologies through lesson planning: A study on language student teachers. Profile Issue Teachers’ Professional Development, 22(2), 131-144. https://doi.org/10.15446/profile.v22n2.80687
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
Viáfara, J. J. (2016). “I’m missing something”: (non)nativeness in prospective teachers as Spanish and English speakers. Colombian Applied Linguistics Journal, 18, 11-24. https://doi.org/10.14483/calj.v18n2.9477
Yuan, R. & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12. https://doi.org/10.1016/j.system.2014.02.002
Atkinson, P. & Coffey, A. (2003). Encontrar el sentido a los datos cualitativos. Estrategias complementarias de investigación. Editorial Universidad de Antioquia.
Barahona, M. (2015). English language teacher education in Chile: A cultural historical activity theory perspective. Routledge. https://doi.org/10.4324/9781315689937
Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391-414. http://www.jstor.org/stable/41307694
Barkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47, 12-27. http://dx.doi.org/10.1016/j.system.2014.09.014
Barkhuizen, G. (2017). Reflections on language teacher identity research. Routledge.
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
Block, D. (2006). Multilingual identities in a global city. Palgrave.
Bolívar, A. (2018). Una dirección necesitada de identidad profesional. Cuadernos de Pedagogía, 490, 60-64. http://hdl.handle.net/11162/186968
Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. State University of New York Press.
Buckworth, J. (2017). Issues in the Teaching Practicum. En G. Geng, P. Smith & P. Black (eds.), The challenge of teaching: Through the eyes of pre-service teachers (pp. 9-17). Springer Singapore. https://doi.org/10.1007/978-981-10-2571-6_2
Buendía-Arias, X. P., André-Arenas, A. & Rosado-Mendinueta, N. del R. (2020). Factors shaping EFL preservice teachers’ identity configuration. Íkala, Revista de Lenguaje & Cultura, 25(3), 583-603. https://doi.org/10.17533/udea.ikala.v25n03a02
Candela, P., Jiménez Andújar, E. M. & Blanco García, M. (2021). Del estigma a la colaboración docente: La transformación de una ‘escuela extraordinaria’. Revista Interuniversitaria de Formación del Profesorado, 96 (35.1), 227-244. https://doi.org/10.47553/rifop.v96i35.1.82488
Castañeda-Peña, H. (2018). Structuralist, poststructuralist and decolonial identity research in English language teaching and learning: A reflection problema- tizing the field. En H. Castañeda-Peña et al., ELT Local Research Agendas I (pp. 17-35). Universidad Distrital Francisco José de Caldas.
Castañeda-Trujillo, J. E. & Aguirre-Hernández, A. J. (2018). Pre-service English teachers’ voices about the teaching practicum. HOW Journal, 25(1), 156- 173. https://doi.org/10.19183/how.25.1.420
Day, C. (2012). New lives of teachers. Teacher Education Quarterly, 39(1), 7-26. http://www.jstor.org/stable/23479560
Denzin, N. K. & Lincoln, Y. S. (2011). Introduction. The discipline and practice of qualitative research. En N. K. Denzin & Y. S. Lincoln (eds.), The age hand- book of qualitative research (pp. 1-20). Sage.
Elliott, J. (2005). Using narrative in social research: Qualitative and quantitative approaches. Sage.
Flores, M. A. & 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
Gajardo-Asbún, K. P. (2019). Estado del arte sobre identidad docente: investigación de experiencias de profesores en formación y en ejercicio. IE Revista de Investigación Educativa de la REDIECH, 10(18), 79-93. https://dx.doi.org/10.33010/ie_rie_rediech.v10i18.217
Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian Journal of Teacher Education, 38(3), 92-108.
Gao, F. (2012). Teacher identity, teaching vision, and Chinese language education for South Asian students in Hong Kong. Teachers and Teaching, 18(1), 89- 99. https:/doi.org//10.1080/13540602.2011.622558
Gao, X. & Benson, P. (2012). “Unruly pupils” in pre-service English language teachers’ teaching practicum experiences. Journal of Education for Teaching: International Research and Pedagogy, 38(2), 127-140. https://doi.org/10.1080/02607476.2012.656440
García, C. & Gallego-Domínguez, C. (2018). ¿Quién soy yo como maestro? Construcción de la identidad profesional en docentes principiantes. En I. Cantón & M. Tardif (coords.), Identidad profesional docente (pp. 39-49). Narcea.
Garner, J. & Kaplan, A. (2019). A complex dynamic systems perspective on teacher learning and identity formation: An instrumental case. Teachers and Teaching, 25(1), 7-33. https://doi.org/10.1080/13540602.2018.1533811
Gu, M. & Benson, P. (2015). The formation of English teacher identities: A cross-cultural investigation. Language Teaching Research, 19(2), 187-206. https://doi.org/10.1177/1362168814541725
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
Le, C. V. (2014). Great expectations: The TESOL practicum as a professional learning experience. TESOL Journal, 5(2), 199-224. https://doi.org/10.1002/tesj.103
Le Huu Nghia, T., & Ngoc Tai, H. (2017). Preservice teachers’ identity development during the teaching internship. Australian Journal of Teacher Educa- tion, 42(8). http://dx.doi.org/10.14221/ajte.2017v42n8.1
Mahboob, A. (2016). Recognizing the local in language teacher identity. En G. Barkhuizen (Ed.), Reflections on language teacher identity (cap. 8). Routledge.
Madueño, M. L. & Márquez, L. (2020). Formación de la identidad docente de estudiantes de la carrera de educación primaria desde la experiencia de la práctica profesional. Formación Universitaria, 13(5), 57-68. http://dx.doi.org/10.4067/S0718-50062020000500057
Marín-Suelves, D., Pardo-Baldoví, M. I., Vidal-Esteve, M. I. & San Martín-Alonso, A. (2021). Indagación narrativa y construcción de identidades docentes: La reflexión pedagógica como herramienta de formación docente. Revista Electrónica Interuniversitaria de Formación del Profesorado, 24(2), 125-138. https://doi.org/10.6018/reifop.469691
Mason, S. L. & Chik, A. (2020). Gender and language teacher identity: Narra- tives from Higher Education. Sexuality & Culture 24, 1028-1045. https://doi.org/10.1007/s12119-020-09749-x
McAlpine, L. (2016). Why might you use narrative methodology? A story about narrative. Estonian Journal of Education / Eesti Haridusteaduste Ajakiri, 4(1), 32-57.
Molina-Pérez, J. & Luengo, J. (2020). Reconstrucciones “resilientes” de la identidad profesional del profesorado: Endoprivatización y cultura performativa en Andalucía. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(2), 57-75. https://doi.org/10.15366/reice2020.18.2.003
Nguyen, L. (2014). The place of pedagogical internship in the reform of teacher education in Vietnam. En J. Calvo de Mora & K. Wood (eds.), Practical knowldege in teacher education (pp. 44-57). Routledge.
Patton, M. Q. (2001). Qualitative research and evaluation and methods (3rd ed.). Sage.
Pavlenko, A. & Blackledge, A. (2004). Negotiation of identities in multilingual contexts. Multilingual Matters.
Polkinghorne, D. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23.
Quintero-Polo, A. H. (2016). Creating a pedagogical space that fosters the (re) construction of self through life stories of pre-service English language teachers. HOW, 23(2), 106-124. http://dx.doi.org/10.19183/how.23.2.293
Reyes, J. & Plata, C. (2018). Construcción de representaciones sociales del do- cente de lenguas extranjeras acerca de su ejercicio: estudio de caso en una universidad colombiana. Signo y Pensamiento, 37(73), 1-24. https://doi.org/10.11144/Javeriana.syp37-73.crsd
Riessman, C. K. (2008). Narrative methods for the human sciences. Sage. Rivas-Flores, J. I., Márquez-García, M. J., Leite-Méndez, A. & Cortés-González, P. (2020). Narrativa y educación con perspectiva decolonial. Márgenes, Revista
de Educación de la Universidad de Málaga, 1(3), 46-62.
Robinson, O. (2014). Sampling in interview-based qualitative research: A theo- retical and practical guide. Qualitative Research in Psychology, 11(1), 25-41.
Robinson, M. S., Tejada, J. & Blanch, S. (2018). ¿Cómo construyen su identidad las educadoras de párvulos principiantes? Una mirada desde diferentes rea- lidades educativas. Perspectiva Educacional Formación de Profesores, 57(3),
104-130. http://dx.doi.org/10.4151/07189729-vol.57-iss.3-art.766
Russell, T. & Martin, A. K. (2013). Challenges to promoting quality in preservice practicum experiences. En M. A. Flores, A. A. Carvalho, F. I. Ferreira & M. T. Vilaça (eds.), Back to the future (pp. 219-230). Sense Publishers. https://doi.org/10.1007/978-94-6209-240-2_13
Salazar-Noguera, J. & McCluskey, K. (2017). A case study of early career secondary teachers’ perceptions of their preparedness for teaching: lessons from Australia and Spain. Teacher Development, 21(1), 101-117. https://doi.org/10.1080/13664530.2016.1204353
Salinas, D. & Ayala, M. (2018). EFL student-teachers’ identity construction: A case study in Chile. HOW, 25(1), 33-49. https://doi.org/10.19183/how.25.1.380
Sarmento, T., Martins, R. M., Rocha, S. A. & Leal da Costa, C. (2020). Experiência e identidades em (re) construção. Revista Historia de la Educación Latinoamericana, 22(35), 209-227. https://doi.org/10.19053/01227238.11928
Sharp, N. L., Bye, R. A. & Cusick, A. (2018). Narrative analysis. En P. Liamputtong (Ed.), Handbook of Research Methods in Health Social Sciences (pp. 1-21). https://doi.org/10.1007/978-981-10-2779-6_106-1
Shkedi, A. (2004). Second-order theoretical analysis: A method for constructing theoretical explanation. International Journal of Qualitative Studies in Education, 17(5), 627-646. https://doi.org/10.1080/0951839042000253630
Souto-Gómez, A. I., Rial-Sánchez, A. F. & Talavera-Valverde, M. Á. (2020). Aspectos que conforman la identidad profesional del profesorado de formación y orientación laboral. Estudios sobre Educación, 38, 29-57. https://doi.org/10.15581/004.38.29-57
Sutherland, L., Howard, S. & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465. https://doi.org/10.1016/j.tate.2009.06.006
Teng, M. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers’ practicum experiences. Australian Journal of Teacher Education, 42(11). http://ro.ecu.edu.au/ajte/vol42/iss11/8
Trent, J. (2010). “My two masters”: Conflict, contestation, and identity construction within a teaching practicum. Australian Journal of Teacher Education, 35(7), 1-14. http://dx.doi.org/10.14221/ajte.2010v35n7.1
Ubaque-Casallas, D. (2021). Language pedagogy and teacher identity: A decolonial lens to English language teaching from a teacher educator’s experience. Profile: Issues in Teachers’ Professional Development, 23(2), 199-214. https://doi.org/10.15446/profile.v23n2.90754
Ubaque-Casallas, D. F. & Aguirre-Garzón, E. (2020). Re-signifying teachers’ epistemologies through lesson planning: A study on language student teachers. Profile Issue Teachers’ Professional Development, 22(2), 131-144. https://doi.org/10.15446/profile.v22n2.80687
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
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Cómo citar
Aguirre-Garzón, E. A., Ubaque-Casallas, D., & Salazar-Sierra, A. (2023). Estudiantes-profesores de lenguas: identidades emergentes en la práctica docente. Magis, Revista Internacional De Investigación En Educación, 16, 1–22. https://doi.org/10.11144/Javeriana.m16.epli
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