Identidad Profesional Docente: Alternativas Metodológicas para la Investigación Cualitativa

Palabras clave: construcción de la identidad, identidad profesional, docentes de lenguas extranjeras en formación, análisis del discurso, narrativas

Resumen

La identidad de los profesores de inglés como lengua extranjera en formación es un proceso donde el lenguaje, como objeto de estudio, se convierte en una herramienta de mediación en el andamiaje de la formación de su identidad. La construcción de la identidad no es un proceso aislado; por el contrario, es el resultado de un proceso social continuo que involucra diversos factores y fuerzas que entran en tensión, luchas y adaptaciones. En los últimos veinte años se han incrementado los estudios cualitativos enfocados en la identidad profesional de docente de inglés como lengua extranjera. Comprender la construcción de la identidad profesional implica entenderla como el producto de discursos, prácticas y relaciones. Aún más, ésta se desarrolla a través de historias o narrativas que describen momentos vitales que han moldeado a los docentes. Tanto el discurso como las narrativas permiten a los docentes definir y redefinirse como profesionales a través del significado que le adjudican a sus experiencias de vida. El propósito de este trabajo es proponer el estudio del discurso y las narrativas como dos perspectivas para investigar la identidad profesional de los futuros docentes de inglés como lengua extranjera. En primera instancia, se presenta la relación entre los estudios de identidad y el enfoque cualitativo. En segundo lugar, el análisis del discurso y las narrativas como alternativas metodológicas para la investigación. Finalmente, se concluye con la discusión de las implicaciones y reflexiones de este tipo de trabajo para el área de la formación docente.

Descargas

La descarga de datos todavía no está disponible.

Biografía del autor/a

Nallely Garza Rodríguez , Universidad Autónoma de Nuevo León

Nallely Garza Rodríguez holds a Bachelor’s Degree in Applied Linguistics in Didactics and a Master of Science in Education granted by the School of Philosophy and Arts at UANL. In 2020, she concluded her Doctorate in Bilingual Education at Texas A&M University-Kingsville. She is as a professor in the Major of Applied Linguistics in Teaching and Translation at UANL. Her research interests, presentations, and publications are related to teacher education, teachers’ identity, and evaluation

Luisa M. Muñoz-Cantúd, Universidad Autónoma de Nuevo león

Luisa M. Muñoz Cantú holds a Ed. D. in Bilingual Education and a M. Ed. In Teaching English as a Second Language from Texas A&M University-Kingsville plus a B.A. in Applied Linguistics in Language Teaching from Universidad Autónoma de Nuevo León. She is a full-time professor at Fac. De Filosofía y Letras, UANL. She has been a speaker on topics such as teacher training, educational research and evaluation and her research interests are professional identity, discourse analysis and communities of pr

Ma. Guadalupe Rodríguez-Bulnes, Universidad Autónoma de Nuevo león

Ma. Guadalupe Rodríguez Bulnes holds a Ph.D. in Education from the University of Birmingham in the United Kingdom, a M.A. in Higher Education Teaching and a B.A in English Translation from Universidad Autónoma de Nuevo León (UANL). She is a full-time professor and coordinator of the certification department and researcher in the Applied Linguistics to Teaching and Translation Program at UANL. Her teaching, research, and publications focus on FL teachers’ education and professional development, intercultural competence and the internationalization of higher education.

Irma Esparza-Moreno, Universidad Autónoma de Nuevo león

Irma Esparza Moreno holds a bachelor’s degree in Applied Linguistics in Didactics, bachelor’s degree in Applied Linguistics in Translation, a Master of Science in Education granted by UANL, and a Master in Education granted by TEC de Monterrey.  She is a full-time professor in the Language Sciences Department at UANL. Her expertise, research and publications are focused on foreign language teachers’ education and professional development, practice teaching and teacher identity. She is currently a doctoral student at Texas A & M University of Kingsville, USA.

Citas

Afrianto. (2015). Constructing professional identity through teaching practicum: An Indonesian case study of pre-service English teachers (doctoral dissertation). Monash University, Melbourne, Australia

Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308-319.

Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392-402. doi:10.1016/j.tate.2016.07.024

Barkhuizen, G. (2014, December). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47, 12-27. doi:10.1016/j.system.2014.09.014

Barkhuizen, G., Benson, P., & Chik, A. (2014). Narative inquiry in language teaching and learning research. Routledge.

Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. SYSTEM (36), 372-387. doi: 10.1016/j.system.2008.02.002

Bolívar, A., Domingo, J., & Pérez-García, P. (2014). Crisis and reconstruction of teachers' professional identity: The case of secondary school teachers in Spain. The Open Sports Science Journal, 7, 106-112. doi:10.2174/1875399X01407010106

Bustos Flores, B., Hernández Sheets, R., & Clark, E. R. (2011). Teacher preparation for bilingual student populations: Educar para transformar. Routledge.

Chong, S., Low, E. L., & Goh, K. C. (2011, August). Emerging professional teacher identity of pre-service teachers. Australian Journal of Teacher Education, 36(8), 50-64. Retrieved from https://files.eric.ed.gov/fulltext/EJ937005.pdf

Christensson, J. (2021). Teacher identity as discourse: A case study of students in Swedish Teacher Education. Department of Swedish Language and Multilingualism. Stockholm University.

Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Multilingual Matters.

Connelly, M., & Clandinin, D. J. (1991). Stories of experiences and narrative inquiry. Educational Researcher, 19(5), 2-14. https://doi.org/10.3102/0013189X019005002

Creswell, J. W. (2012). Educational research. Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.

Douglas, T., & Nganga, C. (2013). What’s radical love got to do with it: Navigating identity, pedagogy, and positionality in pre-service education. International Journal of Critical Pedagogy, 5(1).

Du Guy, P.; Evans, J.; Redman, P. (2002). Identity: A reader. SAGE Publications

Facultad de Filosofía y Letras. (2019). Oferta Educativa. Retrieved from http://filosofia.uanl.mx/

Fairclough, N. (2010). Critical Discourse Analysis: The Critical Study of Language. Routledge.

Feng, W. (2017). Discursive constructions of corporate identities by Chinese Bank on Sina Weibo. An integrated sociolinguistics approach. Springer.

Gee, J. P. (2011a). How to do discourse analysis: A toolkit. Routledge.

Gee, J. P. (2011b). An introduction to discourse analysis: Theory and method (3rd ed.). Routledge.

Gee, J. P. (2015). Social linguistics and literacies: Ideology in discourses (5th ed.). Routledge.

Gee, J. P. (2004). Learning language as a matter of learning social languages within discourses. In Hawkins, M. (2004). Language learning and teacher education: A sociocultural approach. Multilingual Matters.

Hall, S. (2002). Who needs identity? In P. Du Guy, J. Evans, & P. Redman. (2002). Identity: A reader. SAGE Publications. pp.15-30

Hamidreza, M.; Seyyed, A.; Saeed, G.; and Seyyed Mohammad, A. (2019). A Bourdieusian analysis of the educational field and professional identity of EFL teachers: A hermeneutic phenomenological analysis. Qualitative Research Journal. 19(2). doi: 10.1108/QRJ-12-2018-0002

Hawkins, B. (2008). Using sociocultural theory to examine the context (s) of language teaching and learning. FORUM, (8)1.

Hennessy, J., & Lynch, R. (2016). "I chose to become a teacher because". Exploring the factors influencing teaching choice amongst pre-service teachers in Irleand. Asia-Pacific Journal of Teacher Education, 1-20. https://doi.org/10.1080/1359866X.2016.1183188

Irwin, B., & Hramiak, A. (2010). A discourse analysis of trainee teacher identity in online discussion forums. Technology, pedagogy and education, 19 (3), 361-377.

Jaworski, A., & Coupland, N. (eds.) (2006). The discourse reader. 2nd ed. Routledge.

Jenkins, R. (2003). Social Identity. Routledge.

Karabay, A. (2016). An investigation of prospective teachers' views regarding teacher identity via metaphors. Eurasian Journal of Educational Research, 65, 1-18. doi: 10.14689/ejer.2016.65.01

Knight, S. D. (2011). Using narrative to examine positionality: Powerful pedagogy in English education. English teaching: Practice and critique, 10(2), 49-64.

Korthagen, F. A. J. (2004). In search of the essence of a good teacher. Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97. doi:10.1016/j.tate.2003.10.002

Lamote, C., & Engels, N. (2010, February). The development of student teachers' professional identity. European Journal of Teacher Education, 33(1), 3-18. doi: 10.1080/02619760903457735.

Lantolf, J., & Johnson, K. (2007). Extending Firth and Wagner’s (1997) ontological perspective to L2 classroom praxis and teacher education. The Modern Language Journal, 91, 877-892.

Leijen, A., & Kullasepp, K. (2013). All roads lead to Rome: Developmental trajectories of student teachers' professional and personal identity development. Journal of Constructivist Psychology, 26(2), 104-114, doi: 10.1080/10720537.2013.759023.

Lu, Y. H. (2005). Stories of teacher identity: A narrative inquiry into East Asian ESL teachers' lives (Doctoral Dissertation). University of Maryland, Maryland.

Martel, J. (2015). Learning to teach a foreign language: Identity negotiation and conceptualizations of pedagogical progress. Foreign Language Annals, 48(3), 394-412. doi:10.1111/flan.12144.

MAXQDA. (2019). The art of data analysis. MAXQDA. Retrieved from https://es.maxqda.com/

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research. A guide to design and implementation (4th ed.). John Wiley & Sons.

Misfud, D. (2018). Initial Teacher Education: The narratives and questions of teacher agency. Palgrave Macmillan.

Norton, B., & K. Toohey. (2011). Identity, language learning and social change. Language Teaching 4(44), 412–446.

Patry R., & Nespoulous J. L. (1990) Discourse analysis in Linguistics: Historical and theoretical background. In Joanette Y., Brownell H.H. (eds) Discourse ability and brain damage. Springer Series in Neuropsychology. Springer. https://doi.org/10.1007/978-1-4612-3262-9_1

Pérez-Valverde, C., & Ruiz-Cecilia, R. (2014, June). The development of FL teachers' professional identity through the production of narratives. Porta Linguarum, 22, 61-72. Retrieved from http://www.ugr.es/~portalin/articulos/PL_numero22/5%20%20CRISTINA%20Perez.pdf

Pillen, M., Beijaard, D., & den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19(6), 660-678. doi: 10.1080/13540602.2013.827455

Riyanti, D. (2017). Teacher identity development: A collective case study of English language pre-servie teachers learning to teach in an Indonesian university (doctoral dissertation).University of Nebraska-Lincoln, Nebraska

Rogers, R. (2004). An introduction to critical discourse analysis in education. Routledge.

Schiffrin, D., Tannen, D., & Hamilton, H. (2015). The handbook of discourse analysis. Blackwell.

Turuk, M. (2008). The relevance and implications of Vygotsky's sociocultural theory in the second language classroom. Annual Review of Education, Communication & Language Sciences, 5244-5262.

Van Dijk, T. (2015). Critical discourse analysis, In Schiffrin, D., Tannen, D., & Hamilton, H. (2015). The handbook of discourse analysis. Blackwell.

Warner, C. K. (2016). Constructions of excellent teaching: Identity tensions in preservice english teacher. National Teacher Education Journal, 9(1). Retrieved from https://www.researchgate.net/publication/297700724_Constructions_of_Excellent_Teaching_Identity_Tensions_in_Preservice_English_Teachers

Wenger, E., Trayner, B., & De Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Ruud de Moor Centrum.

Werbińska, D. (2015). Becoming an English language teacher: Continuities and discontinuities. Journal of Languge and Cultural Education, 3(1), 14-31. doi: 10.1515/jolace-2015-0002.

Wodak, R., & Meyer, M. (2009). Critical Discourse Analysis: History, Agenda, Theory, and Methodology. In R. Wodak, & M. Meyer (Eds.), Methods for Critical Discourse Analysis (pp. 1, 33). Sage.

Wooffitt, R. (2005). Conversational analysis and discourse analysis: A critical introduction. Sage.

Wu, X. R., & Guo, F. (2019). Teacher identity construction in teacher-student classroom interactions. Cross-Cultural Communication, 15(4), 44-50. DOI: http://dx.doi.org/10.3968/11452

Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers' research practice and their professional identity construction. Language Teaching Research, 18(2), 242-259. doi:10.1177/136216881350594

Yin, R. K. (2011). Qualitative research from start to Finish. Guilford.

Yüksel, H. G., & Kavanoz, S. (2015). Influence of prior experiences on pre-service language teachers' perception of teaching. Procedia, 199, 777-784. doi:10.1016/j.sbspro.2015.07.611

Živković, P., Stojanović, B., & Ristanović, D. (2018). Student teachers' professional identity: Research in the Republic of Serbia. The New Educational Review, 51(1), 221-230, doi: 10.15804/tner.2017.50.4.18.

Publicado
2021-11-05
Cómo citar
Garza Rodríguez , N., Muñoz-Cantúd, L. M., Rodríguez-Bulnes, M. G., & Esparza-Moreno, I. (2021). Identidad Profesional Docente: Alternativas Metodológicas para la Investigación Cualitativa. Revista Lengua Y Cultura, 3(5), 108-117. https://doi.org/10.29057/lc.v3i5.7839
Tipo de manuscrito
Artículos