No. 78 (2021) , Artículos de reflexión
No. 78 (2021) | Artículos de reflexión | Published 2022-07-15

Identidades de docentes empíricos en servicio en un programa de educación ETL

https://doi.org/10.19052/ap.vol1.iss78.4
Jairo Enrique Castañeda-Trujillo
Universidad Surcolombiana
Andrés Felipe López
Colegio Gran Bretaña de Bogotá
Mónica Molina Santana
Universidad de San Buenaventura, Bogotá

Abstract

This article aims to show a narrative study on the (re)construction of the identity of empirical in-service teachers who are in the last semester of the Virtual Bachelor of English Language Teaching at a private university in Bogotá, Colombia. After analyzing the two participants’ experiences, collected through semi-structured interviews, three categories emerged: Sense of belonging; Giving my 100%, and Expectations. The main research findings were that empirical in-service teachers identified themselves as teachers based on their ideas based on experience and that professional education has served primarily as a way to improve and find better job opportunities. We conclude that the participants shaped their identity based on their empirical teaching experience rather than their professional training.
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Keywords

Agency
ELT education
empirical in-service teacher
investment
teacher identity

How to Cite

Identidades de docentes empíricos en servicio en un programa de educación ETL. (2022). Actualidades Pedagógicas, 78, e1556. https://doi.org/10.19052/ap.vol1.iss78.4
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