Núm. 78 (2021) , Artículos de reflexión
Núm. 78 (2021) | Artículos de reflexión | Publicado 2022-07-15

Empirical In-service Teachers’ Identities in an ELT Education Program

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

Resumen

Este artículo tiene como objetivo mostrar un estudio narrativo sobre la (re)construcción de identidad de docentes en servicio empíricos que se encuentran en el último semestre de la Licenciatura Virtual en Enseñanza del Idioma Inglés, en una universidad privada de Bogotá, Colombia. Tras analizar las experiencias de los dos participantes, recogidas a través de entrevistas semiestructuradas, surgieron tres categorías: sentido de pertenencia; dar mi 100 %, y expectativas. Los principales hallazgos de la investigación fueron que los profesores activos empíricos se identificaban a sí mismos como profesores basándose en sus ideas sustentadas en la experiencia, y que la educación profesional ha servido principalmente como una forma de mejorar y encontrar mejores oportunidades laborales. Concluimos que los participantes moldearon su identidad con base en su experiencia docente empírica más que en su formación profesional.
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Palabras clave

Agenciamiento
preparación de profesores de inglés
profesores empíricos
inversión
identidad del profesor

Cómo citar

Empirical In-service Teachers’ Identities in an ELT Education Program. (2022). Actualidades Pedagógicas, 78, e1556. https://doi.org/10.19052/ap.vol1.iss78.4
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