Beyond the classroom : rural context experiences shaping the identity of a future english teacher.
El objetivo principal de esta investigación es describir las experiencias de la cotidianidad fuera del aula de clases de una futura profesora de inglés en un contexto rural, y cómo, a partir de estas experiencias, configura su identidad profesional en relación con las circunstancias alrededor de su...
- Autores:
-
Triviño Duque, Suan Stefanie
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/45999
- Acceso en línea:
- http://hdl.handle.net/11634/45999
- Palabra clave:
- Daily experiences
Narrative
Pre-service teacher
Rural context
Teacher identity
Lengua inglesa
Población rural
Profesores
Experiencias de cotidianidad
Narrativa
Docente en formación
Contexto rural
Identidad del docente
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Beyond the classroom : rural context experiences shaping the identity of a future english teacher. |
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Beyond the classroom : rural context experiences shaping the identity of a future english teacher. |
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Beyond the classroom : rural context experiences shaping the identity of a future english teacher. Daily experiences Narrative Pre-service teacher Rural context Teacher identity Lengua inglesa Población rural Profesores Experiencias de cotidianidad Narrativa Docente en formación Contexto rural Identidad del docente |
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Beyond the classroom : rural context experiences shaping the identity of a future english teacher. |
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Beyond the classroom : rural context experiences shaping the identity of a future english teacher. |
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Beyond the classroom : rural context experiences shaping the identity of a future english teacher. |
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Beyond the classroom : rural context experiences shaping the identity of a future english teacher. |
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Beyond the classroom : rural context experiences shaping the identity of a future english teacher. |
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Triviño Duque, Suan Stefanie |
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Medina Telléz, Manuel Ricardo |
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Triviño Duque, Suan Stefanie |
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Universidad Santo Tomás |
| dc.subject.keyword.spa.fl_str_mv |
Daily experiences Narrative Pre-service teacher Rural context Teacher identity |
| topic |
Daily experiences Narrative Pre-service teacher Rural context Teacher identity Lengua inglesa Población rural Profesores Experiencias de cotidianidad Narrativa Docente en formación Contexto rural Identidad del docente |
| dc.subject.lemb.spa.fl_str_mv |
Lengua inglesa Población rural Profesores |
| dc.subject.proposal.spa.fl_str_mv |
Experiencias de cotidianidad Narrativa Docente en formación Contexto rural Identidad del docente |
| description |
El objetivo principal de esta investigación es describir las experiencias de la cotidianidad fuera del aula de clases de una futura profesora de inglés en un contexto rural, y cómo, a partir de estas experiencias, configura su identidad profesional en relación con las circunstancias alrededor de su lugar de trabajo, presiones académicas y estímulos externos del contexto. Esta investigación se desarrolló como un estudio narrativo, y la recolección de datos se realizó a través de entrevistas semiestructuradas, marcos narrativos y diarios de campo. Esta narrativa fue analizada a partir de las propias reflexiones y percepciones de la participante, identificando patrones específicos en los datos, para luego categorizarlos en tres grandes temas, dando como resultado una visión diferente de cómo se despierta la sensibilidad y la empatía desde la cotidianidad del contexto rural, las cuales han sido la base para el desarrollo de su identidad como docente. |
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2022 |
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2022-07-21T22:20:56Z |
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2022-07-19 |
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Triviño Duque, S. S. (2022). Beyond the classroom : rural context experiences shaping the identity of a future english teacher. [Trabajo de grado, Universidad Santo Tomás]. Repositorio institucional. |
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Triviño Duque, S. S. (2022). Beyond the classroom : rural context experiences shaping the identity of a future english teacher. [Trabajo de grado, Universidad Santo Tomás]. Repositorio institucional. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York, NY: Routledge. Barkhuizen, G. (2016). A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time. TESOL Quarterly, 50(3), 655-683. Retrieved June 8, 2021, from http://www.jstor.org/stable/44984707 Barkhuizen, G., & Wette, R. (2008). Narrative Frames for Investigating the Experiences of Language Teachers. System, 36 (3), 372–87. Bonilla, S. X., & Cruz-Arcila, F. (2014). Critical Socio-Cultural Elements of the Intercultural Endeavour of English Teaching in Colombian Rural Areas. Profile: Issues in Teachers’ Professional Development, 16(2), 117–133. https://doi.org/10.15446/profile.v16n2.40423 Chand, R., Alasa, V. M., Chitiyo, J., & Pietrantoni, Z. (2022). Preparation of Pre-Service Teachers: Assessment of Generation Z Students. In J. Keengwe (Ed.), Handbook of Research on Digital-Based Assessment and Innovative Practices in Education (pp. 116-130). IGI Global. https://doi.org/10.4018/978-1-6684-2468-1.ch006 Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-service English teachers’ voices about the teaching practicum. HOW, 25(1), 156-173. https://doi.org/10.19183/how.25.1.420. Castellanos Jaimes, J. (2013). The Role of English Pre-Service Teachers’ Beliefs About Teaching in Teacher Education Programs. Profile: Issues in Teachers’ Professional Development, 15(1), 195-206. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/37878 Cruz Arcila, F. (2018). The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools. Profile: Issues in Teachers’ Professional Development, 20(2), 65-78. https://doi.org/10.15446/profile.v20n2.67142 Cruz-Arcila, F. (2017). Interrogating the social impact of English language teaching policies in Colombia from the vantage point of rural areas. Australian and International Journal of Rural Education, 27(2), 46-60. Retrieved from https://journal.spera.asn.au/index.php/AIJRE/article/view/117 Cruz-Arcila, F. (2020). Rural English Language Teacher Identities: Alternative Narratives of Professional Success. Íkala, Revista De Lenguaje Y Cultura, 25(2), 435–453. https://doi.org/10.17533/udea.ikala.v25n02a05 Ellis, R., & Ellis, R. (2012). Language teaching research and language pedagogy. ProQuest Ebook Central https://ebookcentral.proquest.com Fajardo, J. A. (2011). Teachers Identity Construction: Exploring the Nature of Becoming a Primary School Language Teacher. (Thesis) New Castle University: Australia. Retrieved from https://core.ac.uk/download/pdf/40013454.pdf Gonzalez, A., & Balderas, J. U. (2016). Study Abroad and Service-Learning in a Catholic Social Teaching Context: The Implications for Teacher Education and Social Justice. In K. González, & R. Frumkin (Ed.), Handbook of Research on Effective Communication in Culturally Diverse Classrooms (pp. 356-374). IGI Global. https://doi.org/10.4018/978-1-4666-9953-3.ch018 Lucero, E., & Roncancio-Castellanos, K. (2019). The pedagogical practicum journey towards becoming an English language teacher. Profile: Issues in Teachers’ Professional Development, 21(1), 173-185. https://doi.org/10.15446/profile.v21n1.71300. Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol, UK: Multilingual Matters. Pérez, J., & Merino, M. (2016) Definición de ruralidad. Definicion.de https://definicion.de/ruralidad/ Quintero Polo, Álvaro H. (2016). Creating a Pedagogical Space that Fosters the (Re)Construction of Self Through Life Stories of Pre-Service English Language Teachers. HOW Journal, 23(2), 106-124. https://doi.org/10.19183/how.23.2.293 Salinas, D., & Ayala, M. (2018). EFL Student-Teachers’ Identity Construction: A Case Study in Chile. HOW Journal, 25(1), 33-49. https://doi.org/10.19183/how.25.1.380 Webster, L., & Mertova, P. (2007). Using Narrative Inquiry as a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching. New York, NY: Routledge. |
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Medina Telléz, Manuel RicardoTriviño Duque, Suan StefanieUniversidad Santo Tomás2022-07-21T22:20:56Z2022-07-21T22:20:56Z2022-07-19Triviño Duque, S. S. (2022). Beyond the classroom : rural context experiences shaping the identity of a future english teacher. [Trabajo de grado, Universidad Santo Tomás]. Repositorio institucional.http://hdl.handle.net/11634/45999reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl objetivo principal de esta investigación es describir las experiencias de la cotidianidad fuera del aula de clases de una futura profesora de inglés en un contexto rural, y cómo, a partir de estas experiencias, configura su identidad profesional en relación con las circunstancias alrededor de su lugar de trabajo, presiones académicas y estímulos externos del contexto. Esta investigación se desarrolló como un estudio narrativo, y la recolección de datos se realizó a través de entrevistas semiestructuradas, marcos narrativos y diarios de campo. Esta narrativa fue analizada a partir de las propias reflexiones y percepciones de la participante, identificando patrones específicos en los datos, para luego categorizarlos en tres grandes temas, dando como resultado una visión diferente de cómo se despierta la sensibilidad y la empatía desde la cotidianidad del contexto rural, las cuales han sido la base para el desarrollo de su identidad como docente.The main objective of this research is to describe the daily experiences outside the classroom of a pre-service English teacher in a rural context, and how, based on these experiences, she configures her professional identity in relation to the circumstances around her workplace, academic pressures, and external stimuli from the context. This research was developed as a narrative study, and data collection was carried out through semi-structured interviews, narrative frameworks, and journals. This narrative was analyzed from the participant's own reflections and perceptions, identifying specific patterns in the data, and then categorizing them into three main themes, resulting in a different vision of how sensitivity and empathy are awakened from the daily experiences of the rural context, which have been the basis for the development of her identity as a teacher.Licenciado en Lengua Extranjera - InglésPregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Beyond the classroom : rural context experiences shaping the identity of a future english teacher.Daily experiencesNarrativePre-service teacherRural contextTeacher identityLengua inglesaPoblación ruralProfesoresExperiencias de cotidianidadNarrativaDocente en formaciónContexto ruralIdentidad del docenteTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáBarkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York, NY: Routledge.Barkhuizen, G. (2016). A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time. TESOL Quarterly, 50(3), 655-683. Retrieved June 8, 2021, from http://www.jstor.org/stable/44984707Barkhuizen, G., & Wette, R. (2008). Narrative Frames for Investigating the Experiences of Language Teachers. System, 36 (3), 372–87.Bonilla, S. X., & Cruz-Arcila, F. (2014). Critical Socio-Cultural Elements of the Intercultural Endeavour of English Teaching in Colombian Rural Areas. Profile: Issues in Teachers’ Professional Development, 16(2), 117–133. https://doi.org/10.15446/profile.v16n2.40423Chand, R., Alasa, V. M., Chitiyo, J., & Pietrantoni, Z. (2022). Preparation of Pre-Service Teachers: Assessment of Generation Z Students. In J. Keengwe (Ed.), Handbook of Research on Digital-Based Assessment and Innovative Practices in Education (pp. 116-130). IGI Global. https://doi.org/10.4018/978-1-6684-2468-1.ch006Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-service English teachers’ voices about the teaching practicum. HOW, 25(1), 156-173. https://doi.org/10.19183/how.25.1.420.Castellanos Jaimes, J. (2013). The Role of English Pre-Service Teachers’ Beliefs About Teaching in Teacher Education Programs. Profile: Issues in Teachers’ Professional Development, 15(1), 195-206. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/37878Cruz Arcila, F. (2018). The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools. Profile: Issues in Teachers’ Professional Development, 20(2), 65-78. https://doi.org/10.15446/profile.v20n2.67142Cruz-Arcila, F. (2017). Interrogating the social impact of English language teaching policies in Colombia from the vantage point of rural areas. Australian and International Journal of Rural Education, 27(2), 46-60. Retrieved from https://journal.spera.asn.au/index.php/AIJRE/article/view/117Cruz-Arcila, F. (2020). Rural English Language Teacher Identities: Alternative Narratives of Professional Success. Íkala, Revista De Lenguaje Y Cultura, 25(2), 435–453. https://doi.org/10.17533/udea.ikala.v25n02a05Ellis, R., & Ellis, R. (2012). Language teaching research and language pedagogy. ProQuest Ebook Central https://ebookcentral.proquest.comFajardo, J. A. (2011). Teachers Identity Construction: Exploring the Nature of Becoming a Primary School Language Teacher. (Thesis) New Castle University: Australia. Retrieved from https://core.ac.uk/download/pdf/40013454.pdfGonzalez, A., & Balderas, J. U. (2016). Study Abroad and Service-Learning in a Catholic Social Teaching Context: The Implications for Teacher Education and Social Justice. In K. González, & R. Frumkin (Ed.), Handbook of Research on Effective Communication in Culturally Diverse Classrooms (pp. 356-374). IGI Global. https://doi.org/10.4018/978-1-4666-9953-3.ch018Lucero, E., & Roncancio-Castellanos, K. (2019). The pedagogical practicum journey towards becoming an English language teacher. Profile: Issues in Teachers’ Professional Development, 21(1), 173-185. https://doi.org/10.15446/profile.v21n1.71300.Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol, UK: Multilingual Matters.Pérez, J., & Merino, M. (2016) Definición de ruralidad. Definicion.de https://definicion.de/ruralidad/Quintero Polo, Álvaro H. (2016). Creating a Pedagogical Space that Fosters the (Re)Construction of Self Through Life Stories of Pre-Service English Language Teachers. HOW Journal, 23(2), 106-124. https://doi.org/10.19183/how.23.2.293Salinas, D., & Ayala, M. (2018). EFL Student-Teachers’ Identity Construction: A Case Study in Chile. HOW Journal, 25(1), 33-49. https://doi.org/10.19183/how.25.1.380Webster, L., & Mertova, P. (2007). Using Narrative Inquiry as a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching. 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