Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Twenty-Five Years Travelling the Publication Road: The Profile Journal Life Story
Veinticinco años recorriendo el camino de la publicación: la historia de vida de la revista Profile
Keywords:
article publication, life story, Profile journal, scientific journals, teacher-researcher (en)docente investigador, publicación de artículos, relato de vida, revistas científicas, revista Profile (es)
This article presents the life story of Profile. The story is based on an ethnographic case study that aimed to understand the viewpoints of Profile’s new writers and reviewers regarding the role of scientific journals in fostering communities in the knowledge society. To gather information, I relied on personal reflections from my experience as the creator and editor of the journal, along with documentary evidence (published issues, regularly collected statistics, editorial workflows, and communications with editorial teams and various bodies of Universidad Nacional de Colombia, which funds the publication). The story illustrates the inception, development, and primary challenges that need to be addressed to ensure its continuity.
Este artículo contiene el relato de vida de la revista Profile. El relato surge de un estudio de caso etnográfico que buscó conocer las percepciones de escritores noveles y evaluadores de Profile respecto al papel de las revistas científicas en la generación de comunidades en la sociedad del conocimiento. Como fuentes de información empleé una retrospectiva personal de mi trabajo como creadora y editora de la revista, así como evidencias documentales (números publicados, estadísticas que se recopilan regularmente, flujos editoriales, comunicaciones con equipos editoriales y con diversas instancias de la Universidad Nacional de Colombia, que financia la publicación). El relato muestra la gestación, la evolución y los principales retos que es preciso enfrentar para asegurar su continuidad.
Downloads
References
Borg, S. (2010). Language teacher research engagement. Language Teaching, 43, 391–429. https://doi.org/10.1017/S0261444810000170
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203863466
Burns, A. (2019a). Action research: Developments, characteristics, and future directions. In J. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 166–185). Cambridge University Press. https://doi.org/10.1017/9781108333603.008
Burns, A. (2019b). Action research in English language teaching: Contributions and recent developments. In X. Gao (Ed.), Second handbook of English language teaching (pp. 991–1005). Springer. https://doi.org/10.1007/978-3-030-02899-2_52
Cárdenas, M. L. (2004). Las investigaciones de los docentes de inglés en un programa de formación permanente. Íkala, Revista de Lenguaje y Cultura, 9(15), 105–137.
Cárdenas, M. L. (2022a). Building and Strengthening Teacher Communities: Improvement Plan for the Profile Journal. Profile: Issues in Teachers’ Professional Development, 24(2), 17–30. https://doi.org/10.15446/profile.v24n2.103208
Cárdenas, M. L. (2022b). Papel de las revistas científicas en la generación de comunidades en la sociedad del conocimiento: percepciones de escritores noveles y de evaluadores de la revista Profile [Doctoral dissertation]. Universidad de Zaragoza. https://zaguan.unizar.es/record/112132/files/TESIS-2022-073.pdf
Johnson, K. E., & Golombek, P. R. (2011). The transformative power of narrative in L2 teacher education. TESOL Quarterly, 45(3), 486–509. https://doi.org/10.5054/tq.2011.256797
Johnson, K. E., & Golombek, P. R. (2018). Informing and transforming language teacher education pedagogy. Language Teaching Research. https://doi.org/10.1177/1362168818777539
Sharkey, J. (2009). Can we praxize second language teacher education? An invitation to join a collective, collaborative challenge. Íkala, Revista de Lenguaje y Cultura, 14(2), 125–150. https://doi.org/10.17533/udea.ikala.2635
License
Copyright (c) 2024 Melba Libia Cárdenas
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
