From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher
Las narrativas nos ayudan a comprender realidades y contextos desde el punto de vista de quienes experimentan y enfrentan situaciones concretas que configuran su identidad, por lo tanto, este estudio autobiográfico tiene como objetivo narrar la historia de vida de una docente en formación de inglés...
- Autores:
-
Barreto Manrique, Leidy Alexandra
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/38141
- Acceso en línea:
- http://hdl.handle.net/11634/38141
- Palabra clave:
- language teacher identity
spiritual identity
religious life
narrative inquiry
autobiography
identidad del profesor de idiomas
identidad espiritual
vida religiosa
investigación narrativa
autobiografía
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher |
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From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher |
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From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher language teacher identity spiritual identity religious life narrative inquiry autobiography identidad del profesor de idiomas identidad espiritual vida religiosa investigación narrativa autobiografía |
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From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher |
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From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher |
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From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher |
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From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher |
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From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher |
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Barreto Manrique, Leidy Alexandra |
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Rodriguez, Sandra Milena |
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Barreto Manrique, Leidy Alexandra |
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Universidad Santo Tomás |
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language teacher identity spiritual identity religious life narrative inquiry autobiography |
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language teacher identity spiritual identity religious life narrative inquiry autobiography identidad del profesor de idiomas identidad espiritual vida religiosa investigación narrativa autobiografía |
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identidad del profesor de idiomas identidad espiritual vida religiosa investigación narrativa autobiografía |
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Las narrativas nos ayudan a comprender realidades y contextos desde el punto de vista de quienes experimentan y enfrentan situaciones concretas que configuran su identidad, por lo tanto, este estudio autobiográfico tiene como objetivo narrar la historia de vida de una docente en formación de inglés como lengua extranjera, considerando mi vida antes, durante y después de ser miembro de una comunidad religiosa, así como el camino para convertirme en profesora de inglés. Los instrumentos de recolección de datos implementados fueron narrativas escritas, orales y multimodales a través de las cuales hice evidentes experiencias y reflexiones sobre mi posicionamiento pedagógico y el encuentro entrelazado entre ser profesora de idiomas y una ex religiosa cuyas identidades fueron moldeadas por factores socioculturales. El análisis de datos se realizó mediante análisis temático mediante la definición de temas relacionados con los constructos de la literatura y subtemas relacionados con las reflexiones emergentes e identidades entrelazadas sobre mi voz como docente en formación y otros dos participantes. Los hallazgos se relacionan no solo con el campo espiritual sino con el género, el desarrollo académico, profesional y personal. Las conclusiones evidenciaron una mayor investigación sobre los subtemas emergentes y otras voces con experiencias de vida similares. |
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2021-07-01 |
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Barreto Manrique, L. (2021). From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher. [Trabajo de grado, Licenciatura en lengua extranjera - inglés] Universidad Santo Tomás. Colombia |
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Barreto Manrique, L. (2021). From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher. [Trabajo de grado, Licenciatura en lengua extranjera - inglés] Universidad Santo Tomás. Colombia reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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Barcelos, A. (2017). Identities as emotioning and believing. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.145-150). Routledge. Barkhuizen, G. (2011). Narrative Knowledging in TESOL. TESOL Quarterly, 45(3), 391-414. Retrieved from http://www.jstor.org.crai-ustadigital.usantotomas.edu.co/stable/41307694 Barkhuizen, B., Benzon, P. & Chik, A. (2014). Narrative enquire in English teaching and learning research. Routledge. Barkhuizen, G. (2015). “Narrative Knowledging in Second Language Teaching and Learning Contexts''. In A, De Fina & A, Georgakopoulou. (Ed.) The Handbook of Narrative Analysis (pp. 97-115) Wiley Blackwell. Barkhuizen, G. (Ed.). (2017). Reflections on language teacher identity research. Routledge. Barkhuizen, G. (2020). Core dimensions of narrative inquiry. In J. McKinley & H. Rose, (Ed.). The Routledge Handbook of Research Methods in Applied Linguistics (pp. 188-198). Routledge. Barkhuizen, G. P., & Strauss, P. (2020). Communicating identities. Routledge. Barkhuizen, G. (2021). Language Teacher Educator Identity (Elements in Language Teaching). Cambridge: Cambridge University Press. doi:10.1017/9781108874083 Benson, P. (2017). Teacher autonomy and teacher agency. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.18-23). Routledge. Bonilla, M., Hernández, E., Medina, M. (2017). Macroprojects as a New Didactic Proposal for Teaching EFL Research in Distance Education. Universidad Santo Tomás Vicerrectoría de Universidad Abierta y a Distancia (COLOMBIA). Revista ICERI 2017 D. Nelson, C. (2017). Identity dilemmas and research agendas. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.234-239). Routledge. Donato, R. (2017). Becoming a language teacher professional. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.24-30). Routledge. Eze, C., Lindegger, G., & Rakoczy, S. (2015). Catholic Religious Sisters' Identity Dilemmas as Committed and Subjugated Workers: A Narrative Approach. Review of Religious Research, 57(3), 397-417. Retrieved August 30, 2020, from http://www.jstor.org/stable/43920113 Farrell, T. (2017). "WHO I AM IS HOW I TEACH" Reflecting on language teacher professional role identity. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.183-188). Routledge. Hall, S., & Du, G. P. (1996). Questions of cultural identity. Sage. Kramp, M. (2004) Exploring Life and Experience through narrative inquiry. In DeMarrais, K. & Lappan, S. (Eds) Foundations for Research Methods for Inquiry in Education and the Social Sciences. NJ. LEA. Menard-Warwick, J. (2017). The tension between conflicting plots. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.61-68). Routledge. Norton, B. (2017). Learner investment and language teacher identity. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.80-86). Routledge. Payne, G., & Payne, J. (2004). Key concepts in social research. SAGE Publications. Reimer, K. S., & Dueck, A. C. (2012). Spiritual Identity: Personal Narratives for Faith and Spiritual Living. Religions, 3(2), 251–265. MDPI AG. Retrieved from http://dx.doi.org/10.3390/rel3020251 Stremmel, A. (2014). The Power of Narrative Inquiry to Transform both Teacher and Mentor. Voices of Practitioners, 9(1), 1–5. UCL Centre for Applied Linguistics. (2020, October 23rd). Narrative Inquiry - Prof. Gary Barkhuizen (Auckland), UCL Institute of Education 21 Oct 2020 [Vídeo]. YouTube. https://youtu.be/Uai0g0yd3SM Vandrick, S. (2017). Feminist language teacher identity research. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.228-233). Routledge. Velasco, J.M. (2015) “El proceso mistagógico. Ensayo de fenomenología”: Teología y Catequesis, 132, 37-64. White, C. (2017). Searching for identity in distance language teaching. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.107-113). Routledge. Zubiri, X. (1987) El ser sobrenatural: Dios y la deificación en la teología paulina, en Naturaleza, Historia y Dios. Alianza Editorial. |
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Rodriguez, Sandra MilenaBarreto Manrique, Leidy AlexandraUniversidad Santo Tomás2021-10-25T15:53:35Z2021-10-25T15:53:35Z2021-07-01Barreto Manrique, L. (2021). From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacher. [Trabajo de grado, Licenciatura en lengua extranjera - inglés] Universidad Santo Tomás. Colombiahttp://hdl.handle.net/11634/38141reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coLas narrativas nos ayudan a comprender realidades y contextos desde el punto de vista de quienes experimentan y enfrentan situaciones concretas que configuran su identidad, por lo tanto, este estudio autobiográfico tiene como objetivo narrar la historia de vida de una docente en formación de inglés como lengua extranjera, considerando mi vida antes, durante y después de ser miembro de una comunidad religiosa, así como el camino para convertirme en profesora de inglés. Los instrumentos de recolección de datos implementados fueron narrativas escritas, orales y multimodales a través de las cuales hice evidentes experiencias y reflexiones sobre mi posicionamiento pedagógico y el encuentro entrelazado entre ser profesora de idiomas y una ex religiosa cuyas identidades fueron moldeadas por factores socioculturales. El análisis de datos se realizó mediante análisis temático mediante la definición de temas relacionados con los constructos de la literatura y subtemas relacionados con las reflexiones emergentes e identidades entrelazadas sobre mi voz como docente en formación y otros dos participantes. Los hallazgos se relacionan no solo con el campo espiritual sino con el género, el desarrollo académico, profesional y personal. Las conclusiones evidenciaron una mayor investigación sobre los subtemas emergentes y otras voces con experiencias de vida similares.Narratives help us to understand realities and contexts from the point of view of those who experience and face concrete situations that configure their identities. Therefore, this autobiographical study aims to narrate the life story of an EFL pre-service teacher by considering my life before, during, and after being a member of a religious community, as well as the path on becoming an English teacher. The data collection instruments implemented were written, oral, and multimodal narratives through which I gathered experiences and reflections upon my pedagogical positioning, and the intertwined encounter between being a language teacher and a previous religious woman whose identities were shaped by sociocultural factors. Data analysis was done using thematic analysis by defining themes connected with the constructs of the literature, and sub-themes related to the emergent reflections and intertwined identities regarding my voice as a pre-service teacher and two other participants. Findings are related not only to the spiritual field but gender, academic, professional, and personal development. Conclusions evidenced further research regarding the emerging sub-themes and other voices with similar life experiences.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_abf2From religion to EFL teaching: Autobiographical study of a religious woman and her path to becoming a language teacherlanguage teacher identityspiritual identityreligious lifenarrative inquiryautobiographyidentidad del profesor de idiomasidentidad espiritualvida religiosainvestigación narrativaautobiografíaTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáBarcelos, A. (2017). Identities as emotioning and believing. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.145-150). Routledge.Barkhuizen, G. (2011). Narrative Knowledging in TESOL. TESOL Quarterly, 45(3), 391-414. Retrieved from http://www.jstor.org.crai-ustadigital.usantotomas.edu.co/stable/41307694Barkhuizen, B., Benzon, P. & Chik, A. (2014). Narrative enquire in English teaching and learning research. Routledge.Barkhuizen, G. (2015). “Narrative Knowledging in Second Language Teaching and Learning Contexts''. In A, De Fina & A, Georgakopoulou. (Ed.) The Handbook of Narrative Analysis (pp. 97-115) Wiley Blackwell.Barkhuizen, G. (Ed.). (2017). Reflections on language teacher identity research. Routledge.Barkhuizen, G. (2020). Core dimensions of narrative inquiry. In J. McKinley & H. Rose, (Ed.). The Routledge Handbook of Research Methods in Applied Linguistics (pp. 188-198). Routledge.Barkhuizen, G. P., & Strauss, P. (2020). Communicating identities. Routledge.Barkhuizen, G. (2021). Language Teacher Educator Identity (Elements in Language Teaching). Cambridge: Cambridge University Press. doi:10.1017/9781108874083Benson, P. (2017). Teacher autonomy and teacher agency. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.18-23). Routledge.Bonilla, M., Hernández, E., Medina, M. (2017). Macroprojects as a New Didactic Proposal for Teaching EFL Research in Distance Education. Universidad Santo Tomás Vicerrectoría de Universidad Abierta y a Distancia (COLOMBIA). Revista ICERI 2017D. Nelson, C. (2017). Identity dilemmas and research agendas. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.234-239). Routledge.Donato, R. (2017). Becoming a language teacher professional. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.24-30). Routledge.Eze, C., Lindegger, G., & Rakoczy, S. (2015). Catholic Religious Sisters' Identity Dilemmas as Committed and Subjugated Workers: A Narrative Approach. Review of Religious Research, 57(3), 397-417. Retrieved August 30, 2020, from http://www.jstor.org/stable/43920113Farrell, T. (2017). "WHO I AM IS HOW I TEACH" Reflecting on language teacher professional role identity. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.183-188). Routledge.Hall, S., & Du, G. P. (1996). Questions of cultural identity. Sage.Kramp, M. (2004) Exploring Life and Experience through narrative inquiry. In DeMarrais, K. & Lappan, S. (Eds) Foundations for Research Methods for Inquiry in Education and the Social Sciences. NJ. LEA.Menard-Warwick, J. (2017). The tension between conflicting plots. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.61-68). Routledge.Norton, B. (2017). Learner investment and language teacher identity. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.80-86). Routledge.Payne, G., & Payne, J. (2004). Key concepts in social research. SAGE Publications.Reimer, K. S., & Dueck, A. C. (2012). Spiritual Identity: Personal Narratives for Faith and Spiritual Living. Religions, 3(2), 251–265. MDPI AG. Retrieved from http://dx.doi.org/10.3390/rel3020251Stremmel, A. (2014). The Power of Narrative Inquiry to Transform both Teacher and Mentor. Voices of Practitioners, 9(1), 1–5.UCL Centre for Applied Linguistics. (2020, October 23rd). Narrative Inquiry - Prof. Gary Barkhuizen (Auckland), UCL Institute of Education 21 Oct 2020 [Vídeo]. YouTube. https://youtu.be/Uai0g0yd3SMVandrick, S. (2017). Feminist language teacher identity research. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.228-233). Routledge.Velasco, J.M. (2015) “El proceso mistagógico. Ensayo de fenomenología”: Teología y Catequesis, 132, 37-64.White, C. (2017). Searching for identity in distance language teaching. In G. Barkhuizen, (Ed.). Reflections on language teacher identity research. (p.107-113). Routledge.Zubiri, X. (1987) El ser sobrenatural: Dios y la deificación en la teología paulina, en Naturaleza, Historia y Dios. 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