Exploring Authorship Development Among Mexican EFL Teacher-Researchers
Exploración sobre el desarrollo de la autoría en los profesores-investigadores de inglés como lengua extranjera
Keywords:
Authoring, authorship development, self-authorship, sociocultural perspective in second-language teacher education (en)Autoría, auto-autoría, desarrollo de la autoría, perspectiva sociocultural, formación de profesores de segunda lengua (es)
This article presents a multi-theoretical model to address processes of authorship development in the English as a foreign language teaching profession. Working within a sociocultural perspective of second-language teacher education, the authors examined six experienced nonnative English-speaking teacher-researchers. Perceptions of their key moments in the profession were analyzed using a mixed-method approach that combined document analysis with personal narratives. The findings indicated that both authoring (products and activities in their profession) and self-authorship (transformational processes throughout their careers) contributed to constructing these English as a foreign language professionals as scholars.
En este artículo se presenta un modelo multiteórico y multinivel para identificar el proceso en el que los autores se desarrollan en el área de la enseñanza del inglés como lengua extranjera, proceso identificado como desarrollo de la autoría. Este modelo se desarrolló bajo una perspectiva sociocultural de la formación de profesores que presenta una muestra de las percepciones de seis profesores investigadores mexicanos en el área de inglés como lengua extranjera. Se utilizó un método mixto que combinó el análisis de documentos con narrativas personales. Los resultados de esta investigación indicaron la presencia de momentos significativos de su autoría (productos y actividades) y su auto-autoría (procesos de transformación), que contribuyeron a la construcción del desarrollo de la autoría de estos profesores-investigadores.
Downloads
References
Baxter Magolda, M. B., & King, P. M. (2012). Assessing meaning making and self-authorship: Theory, research and application. San Francisco, CA: The ASHE Higher Education Report.
Bebeau, M. J., & Monson, V. (2011). Authorship and publication practices in the social sciences: Historical reflections on current practices. Science and Engineering Ethics, 17(2), 365-388.
Carrasco, A., & Kent, R. (2011). Leer y escribir en el doctorado o el reto de formarse como autor de ciencias [Reading and writing during doctoral studies or the challenge of becoming an author in the sciences]. Revista Mexicana de Investigación Educativa, 16(51), 1227-1251.
Carrasco, A., Kent, R., & Keranen, N. (2012). Learning careers and enculturation: Production of scientific papers by PhD students in a Mexican physiology laboratory: An exploratory case study. In C. Bazerman, C. Dean, J. Early, K. Lunsford, S. Null, P. Rogers, & A. Stansell (Eds.), International advances in writing research: Cultures, places, measures (pp. 335-351). Fort Collins, CO: The WAC Clearinghouse and Parlor Press. Available at http://wac.colostate.edu/books/wrab2011/
Crawford, T. (2010). ESL writing in the University of Guanajuato: The struggle to enter a discourse community. Guanajuato, MX: Universidad de Guanajuato.
Creswell, J. W. (1998). Qualitative inquiry and research design. Thousand Oaks, CA: Sage.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: Sage.
Higgins, M. C., & Kram, K. E. (2001). Reconceptualizing mentoring at work: A developmental network perspective. Academy of Management Review, 26(2), 264-288.
Ibarra, H. (1999). Provisional selves: Experimenting with image and identity in professional adaptation. Administrative Science Quarterly, 44(4), 764-791.
Ibarra, H., & Deshpande, P. H. (2007). Networks and identities: Reciprocal influences on career processes and outcomes. In H. Gunz & M. Peiperl (Eds.), Handbook of career studies (pp. 268-283). Thousand Oaks, CA: Sage. https://doi.org/10.4135/9781412976107.n14
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York, NY: Routledge.
Johnson, K. E., & Golombek, P. R. (2002). Teachers’ narrative inquiry as professional development. New York, NY: Cambridge University Press.
Johnson, K. E., & Golombek, P. R. (2011). The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3), 486-509.
Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
Kegan, R., & Lahey, L. L. (2009). Immunity to change: How to overcome it and unlock the potential in yourself and your organization. Boston, MA: Harvard Business School Press.
Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1-26.
Lave, J. (2011). Apprenticeship in critical ethnographic practice. Chicago, IL: University of Chicago Press.
Lillis, T., & Curry, M. J. (2010). Academic writing in a global context: The policies and practices of publishing in English. New York, NY: Routledge.
Mora Pablo, I. (2013). Becoming an English teacher in Mexico. In M. M. Lengeling (Coord.), Entering into the EFL teaching profession: Stories of teacher socialization in Mexico (pp. 49-64). Puebla, MX: Benemérita Universidad Autónoma de Puebla.
Ojeda, R. L. (2012). Exploring the effect of an ELT MA Program on teachers’ professional development in Mexico (Unpublished master’s thesis). Benemérita Universidad Autónoma de Puebla, Mexico.
Overington, M. A. (1977). The scientific community as audience: Toward a rhetorical analysis of science. Philosophy and Rhetoric, 10(3), 143-164.
Ramírez-Romero, J. L. (2009). Estado del conocimiento de las investigaciones sobre enseñanza y aprendizaje de lenguas extranjeras en México [State of the art research on teaching and learning of foreign languages in Mexico]. Revista Iberoamericana de Educación, 51(1), 1-12.
Ramírez-Romero, J. L. (Coord.). (2010). Las investigaciones en la enseñanza de lenguas extranjeras en México, una segunda mirada [Research in foreign language teaching in Mexico: A second look]. Mexico City, MX: Cengage Learning, Universidad de Sonora, Universidad Autónoma de Morelos, Universidad Autónoma del Estado de Hidalgo.
Ramírez-Romero, J. L. (Coord.). (2011). Estado del conocimiento de las investigaciones sobre los procesos de enseñanza-aprendizaje de las lenguas extranjeras en México (2000-2011) [State of knowledge of the research on the processes of the teaching and learning of foreign languages in Mexico (2000-2011)]. In A. Ávila, A. Carrasco Altamirano, A. A. Gómez Galindo, M. T. Guerra Ramos, G. López Bonilla, & J. L. Ramírez Romero (Eds), Una década de investigación educativa en conocimientos disciplinares en México (2002-2011): matemáticas, ciencias naturales, lenguaje y lenguas extranjeras (pp. 297-341). Mexico: COMIE.
Reyes Cruz, M., & Hernández Méndez, E. (2014). Productividad y condiciones para la investigación: el caso de los profesores de lenguas extranjeras. Sinéctica, 6(42), 1-7. Retrieved from http://www.sinectica.iteso.mx/?seccion=articulo&lang=es&id=636_productividad_y_condiciones_para_la_investigacion_el_caso_de_los_profesores_de_lenguas_extranjeras
Richards, J. C. (1989, June). Beyond training: Approaches to teacher education in language teaching. Presented at a workshop on Second Language Teacher Education. Macquarie University, Sydney.
Richards, J. C. (2011). Exploring teacher competence in language teaching. The Language Teacher, 35(4), 3-7.
Rogoff, B. (2003). The cultural nature of human development. Oxford, UK: Oxford University Press.
Sayer, P. (2007). Exploring options for Titulación in Licenciaturas in ELT in Mexico: A case study. MEXTESOL Journal, 31(1), 57-74.
Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. Paper presented at the RELC International Conference on Teacher Education in Language Teaching, Singapore, Singapore.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. New York, NY: Cambridge University Press.
Welfare, L. E., & Sackett, C. R. (2010). Authorship in student-faculty collaborative research: Perceptions of current and best practices. Journal of Academic Ethics, 8(3), 199-215.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
License

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.