Show simple item record

dc.contributor.advisorCamargo Uribe, Ángelaspa
dc.contributor.authorMicán Castiblanco, Andrés Felipespa
dc.date.accessioned2020-03-25T21:24:07Z
dc.date.available2020-03-25T21:24:07Z
dc.date.issued2019
dc.identifier.otherTO-23789
dc.identifier.urihttp://hdl.handle.net/20.500.12209/11561
dc.description.abstractEsta tesis de Maestría en Enseñanza de Lenguas Extranjeras presenta una investigación cualitativa de tipo narrativo cuyo objetivo principal fue analizar la construcción de las identidades profesionales de profesores en formación de inglés (como lengua extranjera) a través de las voces representadas en sus narrativas. Como objetivos específicos se buscó determinar los posibles factores que influyen en la construcción de dichas identidades, así como sus características y posibles cambios a lo largo de un proceso formativo como licenciados. Los participantes fueron 9 estudiantes del Departamento de Lenguas de la Universidad Pedagógica Nacional (Bogotá, Colombia). Los datos se recolectaron a través de entrevistas semi estructuradas, marcos narrativos y relatos de vida escritos por los participantes.spa
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.language.isospa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacionalspa
dc.sourceinstname:Universidad Pedagógica Nacionalspa
dc.subjectProfesores en formaciónspa
dc.subjectFormación de profesoresspa
dc.subjectIdentidad del profesorspa
dc.subjectIdentidad profesionalspa
dc.subjectInvestigación narrativaspa
dc.subjectEFLspa
dc.titleUnderstanding EFL pre-service teachers’ professional identities construction through narratives at a public university in Bogotá.spa
dc.typeinfo:eu-repo/semantics/bachelorThesisspa
dc.publisher.programMaestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francésspa
dc.rights.accessAcceso abiertospa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.relation.referencesAyres, L., Kavanaugh, K., & Knafl, K. A. (2003). Within-case and across-case approaches to qualitative data analysis. Qualitative health research, 13(6), 871-883spa
dc.relation.referencesAlliaud, A., & Suárez, D. (2011). El saber de la experiencia. Narrativa, investigación y formación docente. Buenos Aires: Facultad de Filosofía y Letras y CLACSO.spa
dc.relation.referencesAsaf, M., Shachar, R., Tohar, V., & Kainan, A. (2008). From Superteacher to a super teacher: The career development of teacher educators. Forum: Qualitative Social Research, 9, (3).spa
dc.relation.referencesBalbi, J. (2004). La mente narrativa. Hacia una concepción posracionalista de la identidad personal. Buenos Aires: Paidósspa
dc.relation.referencesBarkhuizen, G. (2008). A narrative approach to exploring context in language teaching. English Language Teaching Journal, 62(3), 231-239spa
dc.relation.referencesBarkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47, 12-27.spa
dc.relation.referencesBarkhuizen, G. (2016). Narrative approaches to exploring language, identity and power in language teacher education. RELC Journal, 47(1), 25-42.spa
dc.relation.referencesBarkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36(3), 372-387spa
dc.relation.referencesBell, J. S. (2011). Reporting and publishing narrative inquiry in TESOL: Challenges and rewards. TESOL Quarterly, 45(3), 575-584spa
dc.relation.referencesBenson, P., Barkhuizen, G., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. London: Routledgespa
dc.relation.referencesBenson, P. (2013). Narrative writing as method: Second language identity development in study abroad. In. G. Barkhuizen (Ed.), Narrative research in applied linguistics (pp. 244-26). Cambridge: Cambridge University Pressspa
dc.relation.referencesBenwell, B., & Stokoe, E. (2006). Discourse and identity. Edinburgh: Edinburgh University Pressspa
dc.relation.referencesBlanco, M. (2017). Investigación narrativa y autoetnografía: semejanzas y diferencias. Investigación Cualitativa, 2(1), 66-80.spa
dc.relation.referencesBurns, A. (2003). Collaborative action research for English language teachers. Ernst Klett Sprachenspa
dc.relation.referencesBruner, J. (1986). Actual minds, possible worlds. Cambridge: Harvard University Pressspa
dc.relation.referencesCárdenas, M. L. (2019). Huellas de la primera publicación en un docente de inglés: un relato de vida. Folios, 49, 161-175.spa
dc.relation.referencesCasey, K. (1995). Chapter 5: The new narrative research in education. Review of research in education, 21(1), 211-253spa
dc.relation.referencesCastañeda-Peña, H. (Comp). (2018). ELT Local Research Agendas I. Bogotá: Universidad Distrital Francisco José de Caldasspa
dc.relation.referencesCastañeda-Peña, H., Rodríguez-Uribe, M., Salazar-Sierra, A., & Chala-Bejarano, P. A. (2016). Narrative events of pre-service teachers at the end of their teaching practicum with regard to their pedagogical advisor: Learnings reported. Signo y Pensamiento, 35(68), 52-64.spa
dc.relation.referencesCharaudeau, P. (2005). Réflexions sur l’identité culturelle. Un préalable nécessaire à l’enseignement d’une langue. École, langues et modes de penséespa
dc.relation.referencesCohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledgespa
dc.relation.referencesClandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative researchspa
dc.relation.referencesDanielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany: State University of New York Pressspa
dc.relation.referencesDe Mejía, A. M. (2006). Bilingual education in Colombia: Towards a recognition of languages, cultures, and identities. Colombian Applied Linguistics Journal, 8, 152-168spa
dc.relation.referencesDenzin, N., Lincoln, Y. (2005). The SAGE Handbook of Qualitative Research. Thousand oaks: SAGE publicationsspa
dc.relation.referencesDörnyei, Z. (2011). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Pressspa
dc.relation.referencesDíaz, D. M. (2013). The Way Student-Teachers Construct Their Identity at School. HOW, 20(1), 36-50.spa
dc.relation.referencesEscobar, W. & Gómez, J. (2010). Silenced fighters: Identity, language and thought of the Nasa people in bilingual contexts of Colombia. Profile Issues in TeachersProfessional Development, 12(1), 125-140spa
dc.relation.referencesEtherington, K. (s.f). Narrative approaches to case studies. University of Bristolspa
dc.relation.referencesFajardo, J. A. (2014). Learning to teach and professional identity: Images of personal and professional recognition. Profile Issues in Teachers Professional Development, 16(2), 49-65.spa
dc.relation.referencesFlores, M. A. (2014). Developing teacher identity in preservice education: Experiences and practices from Portugal. In International Teacher Education: Promising Pedagogies (Part A) (pp. 353-379). Emerald Group Publishing Limitedspa
dc.relation.referencesFomunyam, K. G. (2016). Student Teachers Negotiating the Teachers’ Professional Identity. International Journal of Educational Sciences, 13(2), 186-193.spa
dc.relation.referencesGardner, R. C. y Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley: Newbury Housespa
dc.relation.referencesGartner, A., Latham, G., & Merritt, S. (1996). The power of narrative: Transcending disciplines. UltiBASE Articlesspa
dc.relation.referencesGuerrero, C. (2009). Language policies in Colombia: The inherited disdain for our native languages. HOW, 16(1), 11-24spa
dc.relation.referencesGuerrero, C. (2010). The portrayal of EFL teachers in official discourse: The perpetuation of disdain. Profile Issues in Teachers Professional Development, 12(2), 33-49spa
dc.relation.referencesGee, J.P. (2001). Identity as an Analytic Lens for Research in Education. In Review of Research in Education, Vol. 25, pp. 99-125.spa
dc.relation.referencesGibson, S. (2015). Narratives of Preservice Teachers. University of Wollongong. Master of Education Researchspa
dc.relation.referencesGonzález, M. (2016). Narrar-nos es formar-nos: las historias de vida en la formación de maestros. Nodos y Nudos, 4(40), 103-114.spa
dc.relation.referencesHammine, M., Keskitalo, P., & Sarivaara, E. K. (2019). Sámi language teachers’ professional identities explained through narratives about language acquisition. The Australian Journal of Indigenous Education, 1-9.spa
dc.relation.referencesHuberman, M. (1995). Working with life-history narratives. In H. McEwan, K. Egan (eds.). Narrative in Teaching, Learning and Research. New York: Teachers College Pressspa
dc.relation.referencesJamil, H., Petras, Y., & Mohamed, A. R. (2013). Investigating Teachers' Professional Identity and Development in Malaysia Preliminary Findings. Teacher Professional Development, 5(3), 41-50spa
dc.relation.referencesJiménez, L. (2012). EFL teenagers' social identity representation in a virtual learning community on Facebook. Profile Issues in Teachers Professional Development, 14(2), 181-194.spa
dc.relation.referencesJiménez, J. P. (2007). (I) literate Identities in Adult Basic Education: A Case Study of a Latino Woman in an ESOL and Computer Literacy Class. Colombian Applied Linguistics Journal, (9), 25-43spa
dc.relation.referencesKanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities‐in‐practice. The Modern Language Journal, 95(2), 236-252spa
dc.relation.referencesLander, R. (2018). Queer English Language Teacher Identity: A Narrative Exploration in Colombia. Profile Issues in Teachers Professional Development, 20(1), 89-101spa
dc.relation.referencesMéndez, P., & Clavijo, A. (2017). Teachers' identities under the magnifying glass in the EFL field: Crossing intellectual borders. Colombian Applied Linguistics Journal, 19(1), 7-10.spa
dc.relation.referencesMacías Villegas, D.F. (2017). What I didn´t want to do, what I thought I would do, and what I ended up doing: novice EFL teachers´ narratives of experience in learning to teach. The University of Arizona. Doctoral thesisspa
dc.relation.referencesMendieta, J. A. (2013). Narrative research: An alternative approach to study language teaching and learning. Folios, (37), 135-147spa
dc.relation.referencesMendieta, J., & Barkhuizen, G. (2019). Blended language learning in the Colombian context: a narrative inquiry of teacher ownership of curriculum change. Computer Assisted Language Learning, 1-21.spa
dc.relation.referencesMicán-Castiblanco, A. (2016). Revealing Students’ Discourses on Constructions of Gender through Communicative Tasks. Bogotá: UPN. Tesis de pregrado.spa
dc.relation.referencesMicán-Castiblanco, A. (2017). Percepción de los estudiantes frente al perfil profesional docente: un estudio al interior del DLE de la UPN. Ponencia presentada en “Primer Coloquio Internacional y Tercer Encuentro de Investigación en Enseñanza de Lenguas Extranjeras”, Bogotáspa
dc.relation.referencesMinisterio de Educación Nacional. (2006). Serie Guías 22. Estándares básicos de competencias en lenguas extranjeras: inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Bogotá: MENspa
dc.relation.referencesMinisterio de Educación Nacional. (2008). Serie Guías 34. Guía para el mejoramiento institucional. De la auto-evaluación al plan de mejoramiento. Bogotá: MENspa
dc.relation.referencesMora, A., Trejo, P., & Roux, R. (2014). English language teachers' professional development and identities. Profile Issues in Teachers Professional Development, 16(1), 49-62spa
dc.relation.referencesMorgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism, 7(2-3), 172-188spa
dc.relation.referencesNghia, T. L. H., & Tai, H. N. (2017). Preservice Teachers' Identity Development during the Teaching Internship. Australian Journal of Teacher Education, 42(8), 1-15spa
dc.relation.referencesNorton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow: Pearsonspa
dc.relation.referencesOstovar-Namaghi, S. A., Norouzi, S., & Hosseini, M. (2015). Exploring the Professional Beliefs of an EFL Teacher: A Narrative Inquiry. The Qualitative Report, 20(12), 1995-2009.spa
dc.relation.referencesPaltridge, B., & Phakiti, A. (Eds.). (2015). Research methods in applied linguistics: A practical resource. London: Bloomsbury Publishingspa
dc.relation.referencesParis, D., & Winn, M. T. (Eds.). (2013). Humanizing research: Decolonizing qualitative inquiry with youth and communities. Los Angeles: Sage Publicationsspa
dc.relation.referencesPolkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8 (1) 5-23spa
dc.relation.referencesPolkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative research. Journal of Counseling Psychology, 52 (2), 137-145.spa
dc.relation.referencesPolkinghorne, D. E. (2007). Validity issues in narrative research. Qualitative inquiry, 13(4), 471-486.spa
dc.relation.referencesPolo, Á. & Guerrero, C. (2013). “Of Being and not Being:” Colombian Public Elementary School Teachers’ Oscillating Identities. HOW, 20(1), 190-205.spa
dc.relation.referencesQuintero, M. (2018). Usos de las narrativas, epistemologías y metodologías: aportes para la investigación. Bogotá: Universidad Distrital Francisco José de Caldasspa
dc.relation.referencesQuirk, R. et al. (1985). A Comprehensive Grammar of the English Language. London: Longmanspa
dc.relation.referencesRiley, P (2007). Language, culture and identity: An ethnolinguistic perspective. London: Continuum.spa
dc.relation.referencesRodgers, C. & Scott, K. (2008). The Development of the Personal Self and Professional Identity in Learning to Teach. In: Handbook of Research on Teacher Education, 732–755. New York: Routledgespa
dc.relation.referencesRondón Cárdenas, F. (2012). LGBT Students' Short Range Narratives and Gender Performance in the EFL Classroom. Colombian Applied Linguistics Journal, 14(1), 77-91.spa
dc.relation.referencesSally, A., & Vanci, Ü. (2018). Preservice teachers’ identity construction: emergence of expected and feared teacher-selves. Quality & Quantity, 52(1), 483-500.spa
dc.relation.referencesSarasa, M. C. (2016). A Narrative Inquiry into Preservice English Teachers’ Imagined Identities. Gist: Education and Learning Research Journal, (12), 96-114spa
dc.relation.referencesSeban, D. (2015). Development of preservice identities: learning from a multigrade classroom practicum context. Journal of Education for Teaching, 41(1), 19-36spa
dc.relation.referencesTobón de Castro, L.; Rincón, G. (1981). El perfil del egresado. Bogotá: Universidad Pedagógica Nacionalspa
dc.relation.referencesTobón de Castro, L.; Rincón, G. (1982). Mecanismos de seguimiento del egresado. Bogotá: Universidad Pedagógica Nacional.spa
dc.relation.referencesTorres-Rocha, J. C. (2017). High School EFL Teachers' Identity and Their Emotions Towards Language Requirements. Profile Issues in Teachers Professional Development, 19(2), 41-55.spa
dc.relation.referencesTorres-Rocha, J. C. (2019). EFL Teacher Professionalism and Identity: Between Local/Global ELT Tensions. HOW, 26(1), 153-176spa
dc.relation.referencesUniversidad Pedagógica Nacional. (1999). Proyecto de innovación de los planes de estudio. Bogotá: UPN. Departamento de Lenguasspa
dc.relation.referencesUniversidad Pedagógica Nacional. (2010). Documento maestro para la renovación del registro calificado. Bogotá: UPN. Departamento de Lenguasspa
dc.relation.referencesUniversidad Pedagógica Nacional. (2013). Documento maestro del programa. Licenciatura en educación básica con énfasis en humanidades: español e inglés. Bogotá: UPN. Departamento de Lenguasspa
dc.relation.referencesUniversidad Pedagógica Nacional. (2017a). Documento maestro de registro calificado (renovación). Bogotá: UPN. Departamento de Lenguasspa
dc.relation.referencesUniversidad Pedagógica Nacional. (2017b). Informe final de autoevaluación para la 2ª renovación de acreditación de alta calidad. Bogotá: UPN. Departamento de Lenguasspa
dc.relation.referencesUniversidad Pedagógica Nacional. (s.f.). Documento de condiciones iniciales. Licenciatura en educación básica con énfasis en humanidades: español y lenguas extranjeras. Bogotá: UPN. Departamento de Lenguasspa
dc.relation.referencesVásquez, F. (1999). Avatares. Analogías en búsqueda de la comprensión del ser maestro. Signo y pensamiento, 18(34), 117-124.spa
dc.relation.referencesWeedon, C. (1997). Feminist Practice and Poststructuralist Theory. Second Edition. London: Blackwellspa
dc.relation.referencesYazan, B. (2019). Toward identity‐oriented teacher education: Critical autoethnographic narrative. TESOL Journal, 10(1), e00388spa
dc.relation.referencesZare-ee, A., & Ghasedi, F. (2014). Professional identity construction issues in becoming an English teacher. Procedia-Social and Behavioral Sciences, 98, 1991-1995.spa
dc.publisher.facultyFacultad de Humanidadesspa
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.type.driverinfo:eu-repo/semantics/masterThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.type.versioninfo:eu-repo/semantics/acceptedVersioneng
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaeng
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

https://creativecommons.org/licenses/by-nc-nd/4.0/
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/