Modeling a pre-service teacher´s identity

El siguiente proyecto se enfoca en el uso de narrativas para poder determinar cuales son los factores más influyentes en la identidad del docente. Por medio de la elaboración de las narrativas basadas en experiencias de vida, se exploran distintos factores como lo son la adaptabilidad, la intercultu...

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Autores:: Barahona Nolasco, Marcela Sagrari

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2020

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

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dc.title.spa.fl_str_mv	Modeling a pre-service teacher´s identity
title	Modeling a pre-service teacher´s identity
spellingShingle	Modeling a pre-service teacher´s identity Biographical Narrative Identity Interculturality Self-regulation Family support Identidad Lenguas Extranjeras Inglés Narrativas Narrativas Autobiografia identidad apoyo familiar adaptabilidad interculturalidad
title_short	Modeling a pre-service teacher´s identity
title_full	Modeling a pre-service teacher´s identity
title_fullStr	Modeling a pre-service teacher´s identity
title_full_unstemmed	Modeling a pre-service teacher´s identity
title_sort	Modeling a pre-service teacher´s identity
dc.creator.fl_str_mv	Barahona Nolasco, Marcela Sagrari
dc.contributor.advisor.spa.fl_str_mv	Bonilla Mora, Martha Isabel
dc.contributor.author.spa.fl_str_mv	Barahona Nolasco, Marcela Sagrari
dc.contributor.cvlac.spa.fl_str_mv	http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001002295
dc.subject.keyword.spa.fl_str_mv	Biographical Narrative Identity Interculturality Self-regulation Family support
topic	Biographical Narrative Identity Interculturality Self-regulation Family support Identidad Lenguas Extranjeras Inglés Narrativas Narrativas Autobiografia identidad apoyo familiar adaptabilidad interculturalidad
dc.subject.lemb.spa.fl_str_mv	Identidad Lenguas Extranjeras Inglés Narrativas
dc.subject.proposal.spa.fl_str_mv	Narrativas Autobiografia identidad apoyo familiar adaptabilidad interculturalidad
description	El siguiente proyecto se enfoca en el uso de narrativas para poder determinar cuales son los factores más influyentes en la identidad del docente. Por medio de la elaboración de las narrativas basadas en experiencias de vida, se exploran distintos factores como lo son la adaptabilidad, la interculturalidad y el apoyo familiar; los cuales generan un gran impacto en la identidad del docente de idioma ingles.
publishDate	2020
dc.date.accessioned.spa.fl_str_mv	2020-07-03T22:26:52Z
dc.date.available.spa.fl_str_mv	2020-07-03T22:26:52Z
dc.date.issued.spa.fl_str_mv	2020-07-03
dc.type.local.spa.fl_str_mv	Trabajo de grado
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dc.identifier.citation.spa.fl_str_mv	Barahona Nolasco, M. (2020). Modeling a Pre-Service Teacher´s Identity. [Trabajo de grado, Universidad Santo Tomás] Colombia
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url	http://hdl.handle.net/11634/27746
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dc.relation.references.spa.fl_str_mv	Barkhuizen, G. (2013). Narrative 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. Blaxter, L, & Tight, M. (1994). Juggling with time: How adults manage their time for lifelong education. Studies in the Education of Adults, 26(2), 160-182. Benson, P. (2000). Learner autonomy in the classroom. In D. Nunan (Ed.), Practical English language teaching (pp. 289-308). New York, US: McGraw Hill. Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching. 40. 21 - 40. 10.1017/S0261444806003958. Bruner, J (2004). Life as a narrative. Social Research, 71(3), 691- 71 Brown, H. Douglas. Principles of Language Learning and Teaching. White Plains, NY: Longman, 2007. Bullough, R. (2015) Theorizing teacher identity: self-narratives and finding place in an audit society, Teacher development: An international journal of teachers ‘professional development, 19:1, 79-96 DOI: 10.1080/13664530.2014.978505 Castañeda, J. A. F. (2014). Learning to Teach and Professional Identity: Images of Personal and Professional Recognition. PROFILE Issues in Teachers Professional Development, 16(2), 49–65. doi: 10.15446/profile. v16n2.38075 Clandinin, D. J., & Huber, J. (2010). Narrative inquiry. In B. McGaw, E. Baker, & P. P. Peterson (Eds.), International encyclopedia of education (3rd ed.). New York, NY: Elsevier. Clandinin, D. J., Downey, C. A., & Huber, J. (2009). Attending to changing landscapes: Shaping the inter-woven identities of teachers and teacher educators. Asia-Pacifc Journal of Teacher Education, 37(2), 141-154. Connelly, F. M. and Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: choosing among five approaches. Cross, C. J., (2018). Family Social Support Networks of African American and Black Caribbean Adolescents. Journal of child and family studies, 27(9), 2757–2771. https://doi.org/10.1007/s10826-018-1116-2 Duncan, D. M. (2000). The Socialisation of Mature Women Student Teachers: The importance of ethnographic accounts to educational research. Teaching in Higher Education, 5(4), 459-474. doi:10.1080/713699177 Domenico, S. I., & Ryan, R. M. (2017). The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research. Frontiers in Human Neuroscience, 11. doi:10.3389/fnhum.2017.00145 Delany, P. (1969). British Autobiography in the Seventeenth Century. London: Routledge Dorneyei, Z. (2007). Research methods in applied linguistics. Oxford University Press. Fajardo Castañeda, J. Alberto. (2014). Learning to Teach and Professional Identity: Images of Personal and Professional Recognition. Profile Issues in Teachers` Professional Development, 16(2), 49-65. https://dx.doi.org/10.15446/profile.v16n2.38075 Fajardo, A. (2012). Teacher identity construction: Exploring the nature of becoming a teacher. In Doctorado en Lenguaje y Cultura (Eds.), Lecturas y escrituras: lecciones doctorales (pp. 111-140). Tunja. Freeman, M (2007). Autobiographical understanding and narrative inquiry. D.J. (ed) Handbook of narrative inquiry: Mapping a methodology. Pp 120-145. Galusha, J. M. (1997). Barriers to learning in distance education. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 5(3/4), 6–14. Herrera, A. (2015). Constraints that students of Licenciatura en lengua extranjera ingles VUAD face when learning English at distance: an autobiographical study. Hofstede, G. (1997). Cultures and Organizations: Software of the mind. New York: McGraw Hill. Hrastinski, S. 2008. Asynchronous and Synchronous E-Learning. Educause Quarterly. 31, 4 (2008), 51–55. Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing (2nd ed.). London, United Kingdom: Sage. Kerby, A. P. (1991). Narrative and the self: Studies in continental thought. Bloomington, IN: Indiana University Press. Leavy, P. (2019). The Oxford handbook of methods for public scholarship. New York, NY, United States of America: Oxford University Press. Loftus, E. 2003 “Our changeable memories” Legal and practical implications” Nature Reviews: Neuroscience 4:231-234 Marder, E 2014. “The importance of remembering Published online 2017 Aug 14. DOI: 10.7554/eLife.30599 Martin, Jennifer L. (2011) Women as Leaders in Education: Succeeding Despite Inequity, Discrimination, and Other Challenges, ABC-CLIO, LLC, 2011. ProQuest Ebook Central Moore M. & Kearsley G. (1996) Assessing the value of e-learning. (3ed) Nunan, D. (1992). Collaborative language learning. Cambridge, UK: Cambridge University Press. Pinkerton, J., & Dolan, P. (2007). Family support, social capital, resilience and adolescent coping. Child and Family Social Work, 12, 219-228 Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. A. H. A. R. Wisniewski (Ed.), Life history and narrative (pp. 5-24). London: Falmer Press. Farhad Saba (2005) Critical Issues in Distance Education: A report from the United States, Distance Education, 26:2, 255-272, DOI: 10.1080/01587910500168892 Schiffrin, D. (1996). Narrative as self-portrait: Sociolinguistic constructions of identity. Language in Society, 25 167-203 Trujillo, F. (2002). En torno a la interculturidad: reflexiones sobre cultura y comunicación para la didáctica de la lengua pags. 23-40. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2005, pags. 23-40 White, S. (2008). Mothers who are student teachers: navigating their dual roles in pre-service teacher education. Studies in Continuing Education, 30(2), 159–172. doi: 10.1080/0158037080210206 White, S. (2004). What motivates them? Some adult learners’ perceptions of and reasons for engaging in lifelong learning. New Zealand Journal of Adult Learning, 32(2), 66-76. White, S. (2006). Who will look after the kids? The practicalities faced by a group of mothers participating in pre-service teacher education in New Zealand. Widening Participation and Lifelong Learning, 8(3), 7–16.
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spelling	Bonilla Mora, Martha IsabelBarahona Nolasco, Marcela Sagrarihttp://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=00010022952020-07-03T22:26:52Z2020-07-03T22:26:52Z2020-07-03Barahona Nolasco, M. (2020). Modeling a Pre-Service Teacher´s Identity. [Trabajo de grado, Universidad Santo Tomás] Colombiahttp://hdl.handle.net/11634/27746reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl siguiente proyecto se enfoca en el uso de narrativas para poder determinar cuales son los factores más influyentes en la identidad del docente. Por medio de la elaboración de las narrativas basadas en experiencias de vida, se exploran distintos factores como lo son la adaptabilidad, la interculturalidad y el apoyo familiar; los cuales generan un gran impacto en la identidad del docente de idioma ingles.This research emphasizes on the use of the narrative inquiry methodology in order to narrate experiences of my different life stages, which guided me into completing my Bachelor’s degree in Teaching English as a foreign language at the University of Santo Tomas through distance education. It involves some of the most important elements that made this accomplishment possible such as interculturality, family support, being a stay at home mother and most importantly identity formation. The research design applied in order to develop this autobiographical study was a narrative. All data used for the completion of this project was based on the instruments proposed by Barkhuizen et al, this data gives account of my personal and academic experiences. Through the elaboration of different narratives, the transcription of the interviews, and through the analysis of different photographs about different stages of my life, I was able to reflect on the aspects of my life that could be considered turning points and that have influenced me into taking the path of searching an education after establishing a family. The implementation of a thematic analysis was applied to the different stories/narrations throughout this project, and through them, I was able to appreciate that the different life stages that I went through as: a child, teenager and young adult were the experiences that structured me into the: adult, mother, wife, daughter, student and teacher that I am today. Beyond the narration description of different life stages, I was able to conclude on which factors caused the most impact and to shape the identity that defines me to this day.Licenciado en Lengua Extranjera - Ingléshttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Modeling a pre-service teacher´s identityBiographical NarrativeIdentityInterculturalitySelf-regulationFamily supportIdentidadLenguas Extranjeras InglésNarrativasNarrativasAutobiografiaidentidadapoyo familiaradaptabilidadinterculturalidadTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BucaramangaBarkhuizen, G. (2013). Narrative 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.Blaxter, L, & Tight, M. (1994). Juggling with time: How adults manage their time for lifelong education. Studies in the Education of Adults, 26(2), 160-182.Benson, P. (2000). Learner autonomy in the classroom. In D. Nunan (Ed.), Practical English language teaching (pp. 289-308). New York, US: McGraw Hill.Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching. 40. 21 - 40. 10.1017/S0261444806003958.Bruner, J (2004). Life as a narrative. Social Research, 71(3), 691- 71Brown, H. Douglas. Principles of Language Learning and Teaching. White Plains, NY: Longman, 2007.Bullough, R. (2015) Theorizing teacher identity: self-narratives and finding place in an audit society, Teacher development: An international journal of teachers ‘professional development, 19:1, 79-96 DOI: 10.1080/13664530.2014.978505Castañeda, J. A. F. (2014). Learning to Teach and Professional Identity: Images of Personal and Professional Recognition. PROFILE Issues in Teachers Professional Development, 16(2), 49–65. doi: 10.15446/profile. v16n2.38075Clandinin, D. J., & Huber, J. (2010). Narrative inquiry. In B. McGaw, E. Baker, & P. P. Peterson (Eds.), International encyclopedia of education (3rd ed.). New York, NY: Elsevier.Clandinin, D. J., Downey, C. A., & Huber, J. (2009). Attending to changing landscapes: Shaping the inter-woven identities of teachers and teacher educators. Asia-Pacifc Journal of Teacher Education, 37(2), 141-154.Connelly, F. M. and Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: choosing among five approaches.Cross, C. J., (2018). Family Social Support Networks of African American and Black Caribbean Adolescents. Journal of child and family studies, 27(9), 2757–2771. https://doi.org/10.1007/s10826-018-1116-2Duncan, D. M. (2000). The Socialisation of Mature Women Student Teachers: The importance of ethnographic accounts to educational research. Teaching in Higher Education, 5(4), 459-474. doi:10.1080/713699177Domenico, S. I., & Ryan, R. M. (2017). The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research. Frontiers in Human Neuroscience, 11. doi:10.3389/fnhum.2017.00145Delany, P. (1969). British Autobiography in the Seventeenth Century. London: RoutledgeDorneyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.Fajardo Castañeda, J. Alberto. (2014). Learning to Teach and Professional Identity: Images of Personal and Professional Recognition. Profile Issues in Teachers` Professional Development, 16(2), 49-65. https://dx.doi.org/10.15446/profile.v16n2.38075Fajardo, A. (2012). Teacher identity construction: Exploring the nature of becoming a teacher. In Doctorado en Lenguaje y Cultura (Eds.), Lecturas y escrituras: lecciones doctorales (pp. 111-140). Tunja.Freeman, M (2007). Autobiographical understanding and narrative inquiry. D.J. (ed) Handbook of narrative inquiry: Mapping a methodology. Pp 120-145.Galusha, J. M. (1997). Barriers to learning in distance education. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 5(3/4), 6–14.Herrera, A. (2015). Constraints that students of Licenciatura en lengua extranjera ingles VUAD face when learning English at distance: an autobiographical study.Hofstede, G. (1997). Cultures and Organizations: Software of the mind. New York: McGraw Hill.Hrastinski, S. 2008. Asynchronous and Synchronous E-Learning. Educause Quarterly. 31, 4 (2008), 51–55.Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing (2nd ed.). London, United Kingdom: Sage.Kerby, A. P. (1991). Narrative and the self: Studies in continental thought. Bloomington, IN: Indiana University Press.Leavy, P. (2019). The Oxford handbook of methods for public scholarship. New York, NY, United States of America: Oxford University Press.Loftus, E. 2003 “Our changeable memories” Legal and practical implications” Nature Reviews: Neuroscience 4:231-234Marder, E 2014. “The importance of remembering Published online 2017 Aug 14. DOI: 10.7554/eLife.30599Martin, Jennifer L. (2011) Women as Leaders in Education: Succeeding Despite Inequity, Discrimination, and Other Challenges, ABC-CLIO, LLC, 2011. ProQuest Ebook CentralMoore M. & Kearsley G. (1996) Assessing the value of e-learning. (3ed)Nunan, D. (1992). Collaborative language learning. Cambridge, UK: Cambridge University Press.Pinkerton, J., & Dolan, P. (2007). Family support, social capital, resilience and adolescent coping. Child and Family Social Work, 12, 219-228Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. A. H. A. R. Wisniewski (Ed.), Life history and narrative (pp. 5-24). London: Falmer Press.Farhad Saba (2005) Critical Issues in Distance Education: A report from the United States, Distance Education, 26:2, 255-272, DOI: 10.1080/01587910500168892Schiffrin, D. (1996). Narrative as self-portrait: Sociolinguistic constructions of identity. Language in Society, 25 167-203Trujillo, F. (2002). En torno a la interculturidad: reflexiones sobre cultura y comunicación para la didáctica de la lengua pags. 23-40. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2005, pags. 23-40White, S. (2008). Mothers who are student teachers: navigating their dual roles in pre-service teacher education. Studies in Continuing Education, 30(2), 159–172. doi: 10.1080/0158037080210206White, S. (2004). What motivates them? Some adult learners’ perceptions of and reasons for engaging in lifelong learning. New Zealand Journal of Adult Learning, 32(2), 66-76.White, S. (2006). Who will look after the kids? The practicalities faced by a group of mothers participating in pre-service teacher education in New Zealand. 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Modeling a pre-service teacher´s identity

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