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No 38 (2021)
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Pédagogie du langage

Le processus dynamique de construction de l’identité des élèves-enseignants en tant que futurs enseignants

https://doi.org/10.19053/0121053X.n38.2021.11205

Publiée 2021-07-19

  • Nancy Maria Torres Cepeda
    • ,
  • Bertha Ramos Holguín

Nancy Maria Torres Cepeda
Universidad Pedagógica y Tecnológica de Colombia

Bertha Ramos Holguín
Universidad Pedagógica y Tecnológica de Colombia

Résumé

Cet article est le résultat d'une étude narrative qualitative qui visait à explorer ce que les histoires de vie des professeurs d'anglais langue étrangère en formation pourraient révéler sur leur construction d'identité en tant que futurs enseignants. Cette étude a été menée auprès d'étudiants du huitième semestre de l'Université pédagogique et technologique de Colombie. Par conséquent, le recensement de données eut comme point de départ des histoires de vie écrites et des entretiens approfondis. Les résultats suggèrent que certains facteurs critiques ont aidé les enseignants en formation à construire leur identité en tant que futurs professeurs d'anglais langue étrangère. Ces facteurs sont liés aux expériences antérieures des enseignants en formation professionnelle en tant qu'apprenants en langues, et au lien et à l'affiliation qu'ils établissent avec leurs enseignants en tant qu'images projetées qu'ils ont d'eux-mêmes comme futurs enseignants. En outre, les expériences d'enseignement réelles ont été l'occasion pour les stagiaires-enseignants de comprendre la quantité de questions fluctuantes dans le domaine de l'éducation,
ce qui leur a fait développer des attitudes à l'égard de l'éducation en qualité de futurs enseignants.

Mots-clés

identité, identité des enseignants, histoires de vie, anglais langue étrangère, enseignants en formation, agencement

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Biographie de l'auteur

Bertha Ramos Holguín

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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