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
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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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