Identidad Profesional Docente: Alternativas Metodológicas para la Investigación Cualitativa
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.
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Derechos de autor 2021 Nallely Garza Rodríguez , Luisa M. Muñoz-Cantúd, Ma. Guadalupe Rodríguez-Bulnes, Irma Esparza-Moreno
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
