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Reclaiming the Colombian English Language Teaching Field to Sow the Seeds of Change Through Self-Study
Recuperando el campo de la educación en enseñanza del inglés en Colombia para sembrar semillas de cambio a través de un autoestudio
DOI:
https://doi.org/10.15446/profile.v26n2.108983Keywords:
English language teaching education, self-study, teacher identity, teaching experiences (en)autoestudio, experiencias docentes, identidad docente, programa de enseñanza del inglés (es)
A growing interest in teacher identity and decision-making has emerged in language teaching; however, studies where English language teaching (ELT) educators reflect on their own practice are limited. We engaged in a self-study to understand how our experiences influenced our ELT educator identity at a public university in Colombia. A constructivist paradigm enabled us to focus on intra and interpersonal reflection as we created artifacts and met to discuss our teaching experiences. Using collaborative analysis, we developed our main themes represented by a red poppy. Based on the findings, our teaching identity is shaped by our families and teachers (roots), teaching misconceptions (leaves), new teaching experiences (new blossoms), other identities (petals), world views about education (cotton soul), and social justice agenda (seeds of change).
En la enseñanza del inglés, ha crecido el interés por la identidad y la toma de decisiones del docente; sin embargo, son limitados los estudios en los que los docentes reflexionan sobre sus propias prácticas. Desarrollamos un autoestudio para comprender cómo nuestras experiencias influyen en nuestra identidad como docentes de inglés en una universidad pública colombiana. El paradigma constructivista favoreció nuestra reflexión intra e interpersonal, creando artefactos y discutiendo experiencias de enseñanza. Propusimos categorías principales representadas en una amapola roja, para lo cual empleamos el análisis colaborativo. Los hallazgos revelan que nuestra identidad docente está conformada por familias y profesores (raíces), concepciones erradas de la enseñanza (hojas), nuevas experiencias docentes (flores), otras identidades (pétalos), percepciones de la educación (alma de algodón) y una agenda de justicia social (semillas de cambio).
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1. Yecid Ortega. (2025). Conceptualizing peace and social justice in English language teaching: Moving forward toward La Paz Total in Colombia . Education, Citizenship and Social Justice, https://doi.org/10.1177/17461979251343802.
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Copyright (c) 2024 Paula Pérez-Rubiano, Anna Peñaloza-Rallón, Julieth López-Acevedo, Sonia Camargo-Albarracín
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