El proceso dinámico de construcción de identidad estudiantes- profesores como futuros profesores

The The dynamic process of student-teachers’ construction of identity as future teachers

Contenido principal del artículo

Bertha Ramos Holguín

Resumen

Este artículo presenta los hallazgos de un estudio narrativo cualitativo que tuvo como objetivo explorar lo que las historias de vida de los profesores en formación de Inglés como Lengua Extranjera (EFL) pudieran revelar acerca de su construcción de identidades como futuros maestros. Este estudio se llevó a cabo entre estudiantes de octavo semestre de la Universidad Pedagógica y Tecnológica de Colombia. Por tanto, la recopilación de datos se basó en historias de vida escritas y entrevistas en profundidad. Los hallazgos sugieren que hay algunos factores críticos que ayudaron a los profesores en formación a construir sus identidades como futuros profesores de Inglés como Lengua Extranjera. Estos factores están ligados a las experiencias previas que los profesores en formación vivieron como aprendices de idiomas, y la conexión y afiliación que establecen con sus educadores como imágenes proyectadas que ellos tienen de sí mismos como futuros profesores. Además, las experiencias reales de enseñanza fueron oportunidades para que los profesores en formación construyeran sentido de los innumerables asuntos que fluctuaban en la educación, lo que los hizo desarrollar posturas hacia la educación como futuros maestros.

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Biografía del autor/a (VER)

Bertha Ramos Holguín, Universidad Pedagógica y Tecnológica de Colombia

Bertha Ramos-Holguín holds a Ph.D in Education Sciences  from Universidad Pedagógica y Tecnológica de Colombia (UPTC), an M.A in Applied Linguistics to the Teaching of English as a Foreign Language  and a B.A in Modern Languages from Universidad Distrital Francisco José de Caldas. She is currently a researcher and an English professor in the School of Languages at UPTC.  As part of the research group TONGUE, she has authored and coauthored research academic papers and English textbooks as a result of her research interest in EFL learning and teaching. She has also been part of diverse academic and scientific committees in tertiary institutions in Colombia.

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