English Language Preservice Teachers' Identity Construction within Academic and Other Communities
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| Title: | English Language Preservice Teachers' Identity Construction within Academic and Other Communities |
|---|---|
| Language: | English |
| Authors: | Posada-Ortiz, Julia (ORCID |
| 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 |
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