Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience

Identidad docente en pedagogía de la lengua. Una perspectiva narrativa desde la experiencia de dos formadores de docentes colombianos

Identidade docente na pedagogia da linguagem. Uma perspectiva narrativa a partir da experiência de dois formadores de professores colombianos

Publicado
2023-07-01

Este artículo da cuenta de la indagación de las identidades y la pedagogía de dos profesores de idiomas a través de seis conversaciones en un período de seis meses, en dos universidades de Bogotá, Colombia. Al adoptar una perspectiva no-metodológica, este estudio recurre a la noción de narrativa para documentar experiencias sobre la pedagogía del lenguaje e inspeccionar cómo las nociones tradicionales pero estáticas de las identidades docentes y la pedagogía del lenguaje se configuran y reconfiguran a través de la práctica pedagógica. Por lo tanto, los hallazgos revelaron que los profesores de inglés cuestionan las construcciones de identidad marginales y hegemónicas mediante la promulgación de su concepción pedagógica. Como resultado, se exponen modos alternativos de ser y hacer como mecanismo para existir y resignificar lo que ha sido la pedagogía del lenguaje en el campo de la enseñanza del idioma inglés.

Palabras clave: teacher identity, language, pedagogy, narrative research (en)
lenguaje, pedagogía, investigación narrativa, identidad docente (es)
linguagem, pedagogia, pesquisa narrativa, identidad docente (pt)
Diego Ubaque-Casallas, Universidad Distrital Francisco José de Caldas

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APA

Ubaque-Casallas, D. (2023). Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience. Folios, (58), 140–154. https://doi.org/10.17227/folios.58-14523

ACM

[1]
Ubaque-Casallas, D. 2023. Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience. Folios. 58 (jul. 2023), 140–154. DOI:https://doi.org/10.17227/folios.58-14523.

ACS

(1)
Ubaque-Casallas, D. Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience. Folios 2023, 140-154.

ABNT

UBAQUE-CASALLAS, D. Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience. Folios, [S. l.], n. 58, p. 140–154, 2023. DOI: 10.17227/folios.58-14523. Disponível em: https://revistas.pedagogica.edu.co/index.php/RF/article/view/14523. Acesso em: 23 feb. 2024.

Chicago

Ubaque-Casallas, Diego. 2023. «Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience». Folios, n.º 58 (julio):140-54. https://doi.org/10.17227/folios.58-14523.

Harvard

Ubaque-Casallas, D. (2023) «Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience», Folios, (58), pp. 140–154. doi: 10.17227/folios.58-14523.

IEEE

[1]
D. Ubaque-Casallas, «Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience», Folios, n.º 58, pp. 140–154, jul. 2023.

MLA

Ubaque-Casallas, D. «Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience». Folios, n.º 58, julio de 2023, pp. 140-54, doi:10.17227/folios.58-14523.

Turabian

Ubaque-Casallas, Diego. «Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience». Folios, no. 58 (julio 1, 2023): 140–154. Accedido febrero 23, 2024. https://revistas.pedagogica.edu.co/index.php/RF/article/view/14523.

Vancouver

1.
Ubaque-Casallas D. Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience. Folios [Internet]. 1 de julio de 2023 [citado 23 de febrero de 2024];(58):140-54. Disponible en: https://revistas.pedagogica.edu.co/index.php/RF/article/view/14523

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