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English Language Preservice Teachers' Identity Construction within Academic and Other Communities

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Bibliographic Details
Title: English Language Preservice Teachers' Identity Construction within Academic and Other Communities
Language: English
Authors: Posada-Ortiz, Julia (ORCID 0000-0001-8919-5286)
Source: PROFILE: Issues in Teachers' Professional Development. Jan-Jun 2022 24(1):247-260.
Availability: Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Instruction, Preservice Teachers, Language Teachers, Professional Identity, Foreign Countries, Influences, Professional Autonomy
Geographic Terms: Colombia (Bogota)
ISSN: 1657-0790
Abstract: This article reports on a doctoral research that sought to unveil the identities present in the communities to which four English as a foreign language preservice teachers belong. The study was carried out with a decolonial perspective that included an interepistemic dialogue among narrative inquiry, narrative pedagogy, and the indigenous research paradigm. The main instrument of data collection was autobiographies. The participants and the researcher analysed data jointly. The findings indicate that the preservice teachers' identity construction is mutable and not essentialised. Mutable as it changes over time and not essentialised since it involves social, cultural, and personal dimensions.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1326308
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1326308
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PubType: Academic Journal
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  Data: English Language Preservice Teachers' Identity Construction within Academic and Other Communities
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  Data: <searchLink fieldCode="AR" term="%22Posada-Ortiz%2C+Julia%22">Posada-Ortiz, Julia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8919-5286">0000-0001-8919-5286</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22PROFILE%3A+Issues+in+Teachers'+Professional+Development%22"><i>PROFILE: Issues in Teachers' Professional Development</i></searchLink>. Jan-Jun 2022 24(1):247-260.
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  Data: Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
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  Data: Y
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  Data: 14
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Colombia+%28Bogota%29%22">Colombia (Bogota)</searchLink>
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  Data: 1657-0790
– Name: Abstract
  Label: Abstract
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  Data: This article reports on a doctoral research that sought to unveil the identities present in the communities to which four English as a foreign language preservice teachers belong. The study was carried out with a decolonial perspective that included an interepistemic dialogue among narrative inquiry, narrative pedagogy, and the indigenous research paradigm. The main instrument of data collection was autobiographies. The participants and the researcher analysed data jointly. The findings indicate that the preservice teachers' identity construction is mutable and not essentialised. Mutable as it changes over time and not essentialised since it involves social, cultural, and personal dimensions.
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  Data: 2022
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  Data: EJ1326308
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 247
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Professional Autonomy
        Type: general
      – SubjectFull: Colombia (Bogota)
        Type: general
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      – TitleFull: English Language Preservice Teachers' Identity Construction within Academic and Other Communities
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              Y: 2022
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