EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students

Jhon Eduardo  Mosquera-Pérez; Jhon Jairo Losada-Rivas

doi:10.15446/profile.v24n2.91744

Published

2022-07-27

EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students

Identidad profesional de docentes de inglés: un estudio narrativo con estudiantes colombianos de posgrado

DOI:

https://doi.org/10.15446/profile.v24n2.91744

Keywords:

professional development, teacher education, teacher identity, reflective teaching (en)
identidad docente, desarrollo profesional, enseñanza reflexiva, educación docente (es)

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Authors

Jhon Eduardo Mosquera-Pérez Universidad Pedagógica y Tecnológica de Colombia https://orcid.org/0000-0003-4027-3102
Jhon Jairo Losada-Rivas Universidad Surcolombiana https://orcid.org/0000-0002-2204-0658

Abstract (en)
Abstract (es)

This paper reports a qualitative narrative study that explored the trajectories of English language teachers’ identities before and after their participation in a master’s program in English language teaching at a Colombian public university. After analyzing the data gathered through oral narratives and narrative interviews, results showed that teachers’ identities are part of an endless process nurtured by experiences at the academic, pedagogical, and personal levels. We found that such experiences were constantly cultivated and analyzed in the master’s seminars, which positively influenced the development of the participants’ identities by making them more reflective and critical practitioners. Most teachers reported developing higher levels of social commitment, critical-reflective engagement, and research-oriented practices due to their graduate academic experience.

Este artículo reporta los hallazgos de un estudio cualitativo narrativo que exploró las trayectorias de las identidades de profesores antes y después de su participación en un programa de maestría en enseñanza del inglés en una universidad pública colombiana. Tras analizar los datos recolectados mediante narrativas orales y entrevistas, los resultados mostraron que la identidad profesional es un proceso interminable, continuamente nutrido por experiencias académicas, pedagógicas y personales. Encontramos que dichas experiencias fueron constantemente cultivadas y analizadas en los seminarios de la maestría, lo cual influyó positivamente en el desarrollo de las identidades de los maestros al hacerlos más reflexivos y críticos. La mayoría de los docentes reportaron mayores niveles de compromiso social, envolvimiento crítico-reflexivo y prácticas orientadas hacia la investigación debido a su experiencia académica de posgrado.

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How to Cite

APA

Mosquera-Pérez, J. E. & Losada-Rivas, J. J. (2022). EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students. Profile: Issues in Teachers’ Professional Development, 24(2), 47–62. https://doi.org/10.15446/profile.v24n2.91744

ACM

[1]

Mosquera-Pérez, J.E. and Losada-Rivas, J.J. 2022. EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students. Profile: Issues in Teachers’ Professional Development. 24, 2 (Jul. 2022), 47–62. DOI:https://doi.org/10.15446/profile.v24n2.91744.

ACS

(1)

Mosquera-Pérez, J. E.; Losada-Rivas, J. J. EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students. Profile: Issues Teach. Prof. Dev. 2022, 24, 47-62.

ABNT

MOSQUERA-PÉREZ, J. E.; LOSADA-RIVAS, J. J. EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 24, n. 2, p. 47–62, 2022. DOI: 10.15446/profile.v24n2.91744. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/91744. Acesso em: 20 mar. 2026.

Chicago

Mosquera-Pérez, Jhon Eduardo, and Jhon Jairo Losada-Rivas. 2022. “EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students”. Profile: Issues in Teachers’ Professional Development 24 (2):47-62. https://doi.org/10.15446/profile.v24n2.91744.

Harvard

Mosquera-Pérez, J. E. and Losada-Rivas, J. J. (2022) “EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students”, Profile: Issues in Teachers’ Professional Development, 24(2), pp. 47–62. doi: 10.15446/profile.v24n2.91744.

IEEE

[1]

J. E. Mosquera-Pérez and J. J. Losada-Rivas, “EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students”, Profile: Issues Teach. Prof. Dev., vol. 24, no. 2, pp. 47–62, Jul. 2022.

MLA

Mosquera-Pérez, J. E., and J. J. Losada-Rivas. “EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students”. Profile: Issues in Teachers’ Professional Development, vol. 24, no. 2, July 2022, pp. 47-62, doi:10.15446/profile.v24n2.91744.

Turabian

Mosquera-Pérez, Jhon Eduardo, and Jhon Jairo Losada-Rivas. “EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students”. Profile: Issues in Teachers’ Professional Development 24, no. 2 (July 27, 2022): 47–62. Accessed March 20, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/91744.

Vancouver

1.

Mosquera-Pérez JE, Losada-Rivas JJ. EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students. Profile: Issues Teach. Prof. Dev. [Internet]. 2022 Jul. 27 [cited 2026 Mar. 20];24(2):47-62. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/91744

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CrossRef Cited-by

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