Beyond the classroom : rural context experiences shaping the identity of a future english teacher.

dc.contributorMedina Telléz, Manuel Ricardo
dc.contributorUniversidad Santo Tomás
dc.creatorTriviño Duque, Suan Stefanie
dc.date.accessioned2022-07-21T22:20:56Z
dc.date.available2022-07-21T22:20:56Z
dc.date.created2022-07-21T22:20:56Z
dc.date.issued2022-07-19
dc.identifierTriviño Duque, S. S. (2022). Beyond the classroom : rural context experiences shaping the identity of a future english teacher. [Trabajo de grado, Universidad Santo Tomás]. Repositorio institucional.
dc.identifierhttp://hdl.handle.net/11634/45999
dc.identifierreponame:Repositorio Institucional Universidad Santo Tomás
dc.identifierinstname:Universidad Santo Tomás
dc.identifierrepourl:https://repository.usta.edu.co
dc.description.abstractThe main objective of this research is to describe the daily experiences outside the classroom of a pre-service English teacher in a rural context, and how, based on these experiences, she configures her professional identity in relation to the circumstances around her workplace, academic pressures, and external stimuli from the context. This research was developed as a narrative study, and data collection was carried out through semi-structured interviews, narrative frameworks, and journals. This narrative was analyzed from the participant's own reflections and perceptions, identifying specific patterns in the data, and then categorizing them into three main themes, resulting in a different vision of how sensitivity and empathy are awakened from the daily experiences of the rural context, which have been the basis for the development of her identity as a teacher.
dc.languagespa
dc.publisherUniversidad Santo Tomás
dc.publisherPregrado Licenciatura en Lengua Extranjera - Inglés
dc.publisherFacultad de Educación
dc.relationBarkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York, NY: Routledge.
dc.relationBarkhuizen, G. (2016). A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time. TESOL Quarterly, 50(3), 655-683. Retrieved June 8, 2021, from http://www.jstor.org/stable/44984707
dc.relationBarkhuizen, G., & Wette, R. (2008). Narrative Frames for Investigating the Experiences of Language Teachers. System, 36 (3), 372–87.
dc.relationBonilla, S. X., & Cruz-Arcila, F. (2014). Critical Socio-Cultural Elements of the Intercultural Endeavour of English Teaching in Colombian Rural Areas. Profile: Issues in Teachers’ Professional Development, 16(2), 117–133. https://doi.org/10.15446/profile.v16n2.40423
dc.relationChand, R., Alasa, V. M., Chitiyo, J., & Pietrantoni, Z. (2022). Preparation of Pre-Service Teachers: Assessment of Generation Z Students. In J. Keengwe (Ed.), Handbook of Research on Digital-Based Assessment and Innovative Practices in Education (pp. 116-130). IGI Global. https://doi.org/10.4018/978-1-6684-2468-1.ch006
dc.relationCastañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-service English teachers’ voices about the teaching practicum. HOW, 25(1), 156-173. https://doi.org/10.19183/how.25.1.420.
dc.relationCastellanos Jaimes, J. (2013). The Role of English Pre-Service Teachers’ Beliefs About Teaching in Teacher Education Programs. Profile: Issues in Teachers’ Professional Development, 15(1), 195-206. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/37878
dc.relationCruz Arcila, F. (2018). The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools. Profile: Issues in Teachers’ Professional Development, 20(2), 65-78. https://doi.org/10.15446/profile.v20n2.67142
dc.relationCruz-Arcila, F. (2017). Interrogating the social impact of English language teaching policies in Colombia from the vantage point of rural areas. Australian and International Journal of Rural Education, 27(2), 46-60. Retrieved from https://journal.spera.asn.au/index.php/AIJRE/article/view/117
dc.relationCruz-Arcila, F. (2020). Rural English Language Teacher Identities: Alternative Narratives of Professional Success. Íkala, Revista De Lenguaje Y Cultura, 25(2), 435–453. https://doi.org/10.17533/udea.ikala.v25n02a05
dc.relationEllis, R., & Ellis, R. (2012). Language teaching research and language pedagogy. ProQuest Ebook Central https://ebookcentral.proquest.com
dc.relationFajardo, J. A. (2011). Teachers Identity Construction: Exploring the Nature of Becoming a Primary School Language Teacher. (Thesis) New Castle University: Australia. Retrieved from https://core.ac.uk/download/pdf/40013454.pdf
dc.relationGonzalez, A., & Balderas, J. U. (2016). Study Abroad and Service-Learning in a Catholic Social Teaching Context: The Implications for Teacher Education and Social Justice. In K. González, & R. Frumkin (Ed.), Handbook of Research on Effective Communication in Culturally Diverse Classrooms (pp. 356-374). IGI Global. https://doi.org/10.4018/978-1-4666-9953-3.ch018
dc.relationLucero, E., & Roncancio-Castellanos, K. (2019). The pedagogical practicum journey towards becoming an English language teacher. Profile: Issues in Teachers’ Professional Development, 21(1), 173-185. https://doi.org/10.15446/profile.v21n1.71300.
dc.relationNorton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol, UK: Multilingual Matters.
dc.relationPérez, J., & Merino, M. (2016) Definición de ruralidad. Definicion.de https://definicion.de/ruralidad/
dc.relationQuintero Polo, Álvaro H. (2016). Creating a Pedagogical Space that Fosters the (Re)Construction of Self Through Life Stories of Pre-Service English Language Teachers. HOW Journal, 23(2), 106-124. https://doi.org/10.19183/how.23.2.293
dc.relationSalinas, D., & Ayala, M. (2018). EFL Student-Teachers’ Identity Construction: A Case Study in Chile. HOW Journal, 25(1), 33-49. https://doi.org/10.19183/how.25.1.380
dc.relationWebster, L., & Mertova, P. (2007). Using Narrative Inquiry as a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching. New York, NY: Routledge.
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.rightsAbierto (Texto Completo)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia
dc.titleBeyond the classroom : rural context experiences shaping the identity of a future english teacher.


Este ítem pertenece a la siguiente institución