DOI:

https://doi.org/10.14483/22487085.17940

Published:

2021-10-13

Issue:

Vol. 24 No. 1 (2022): January-June

Section:

Research Articles

Narratives about Being and Becoming English Language Teachers in an ELT Education Program

Narrativas sobre el ser y llegar a ser profesores de inglés en un programa de licenciatura en inglés

Authors

Keywords:

Initial teacher education, narrative inquiry, teacher identity, pre-service English teachers (en).

Keywords:

Formación docente inicial, indagación narrativa, identidad docente, profesores de inglés en formación (es).

Abstract (en)

This article presents an analysis of the narratives written by four pre-service English language teachers (PELTs) during the last semester of their undergraduate program. The study aims to understand the constructions related to being and becoming PELTs and the possible contributions that the English language teacher (ELT) education program provided to shape those identities. The narratives were reconstructed from two narrative frames written by the PELTs and their responses to a narrative interview. The results reveal how participants (re)signify their profession from their experiences in the program, the teaching practicum, and other settings. PELTs construct and consolidate their professional identity initially from a technical perspective. However, their experiences and the guidance of some teacher educators transformed their view of education into a more critical and informed perspective. In conclusion, professional identity could potentially be formed and changed based on the experiences provided throughout the PELTs’ education. Considering this, initial English teacher education programs should establish strategies that contribute to this end from the beginning of undergraduate studies.

Abstract (es)

Este artículo presenta un análisis de las narrativas escritas por cuatro profesores de inglés en formación (PELTs) durante el último semestre de su programa de pregrado. El estudio tiene como objetivo comprender las construcciones relacionadas con el ser y el llegar a ser de los PELTs y las posibles contribuciones que el programa de formación en la enseñanza del inglés (ELT) brindó para dar forma a esas identidades. Las narrativas fueron reconstruidas a partir de dos marcos narrativos escritos por los PELTs y sus respuestas a una entrevista narrativa. Los resultados revelan cómo los participantes (re)significan la profesión docente en función de sus experiencias en el programa, la práctica docente y otros entornos. Los PELTs construyen y consolidan su identidad profesional inicialmente desde una perspectiva técnica. Sin embargo, sus experiencias y el acompañamiento de algunos profesores transformaron su visión sobre la educación en una perspectiva más crítica e informada. En conclusión, la identidad profesional se forma y cambia a partir de las experiencias brindadas a lo largo de la formación de los PELTs. Con esto en mente, los programas de formación inicial de docentes de inglés deberían establecer estrategias que contribuyan a este fin desde el inicio de los estudios de pregrado.

Author Biographies

Jairo Enrique Castañeda Trujillo, Universidad Surcolombiana

Universidad Surcolombiana.

ORCID https://orcid.org/0000-0002-3002-7947.

Eliana Maritza Alarcón Camacho, Universidad Surcolombiana

Universidad Surcolombiana.

ORCID https://orcid.org/0000-0003-2622-673X

María Fernanda Jaime Osorio, Universidad Surcolombiana

Universidad Surcolombiana.

ORCID https://orcid.org/0000-0001-8938-8248.

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How to Cite

APA

Castañeda Trujillo, J. E., Alarcón Camacho, E. M., & Jaime Osorio, M. F. (2021). Narratives about Being and Becoming English Language Teachers in an ELT Education Program. Colombian Applied Linguistics Journal, 24(1). https://doi.org/10.14483/22487085.17940

ACM

[1]
Castañeda Trujillo, J.E., Alarcón Camacho, E.M. and Jaime Osorio, M.F. 2021. Narratives about Being and Becoming English Language Teachers in an ELT Education Program. Colombian Applied Linguistics Journal. 24, 1 (Oct. 2021). DOI:https://doi.org/10.14483/22487085.17940.

ACS

(1)
Castañeda Trujillo, J. E.; Alarcón Camacho, E. M.; Jaime Osorio, M. F. Narratives about Being and Becoming English Language Teachers in an ELT Education Program. Colomb. appl. linguist. j 2021, 24.

ABNT

CASTAÑEDA TRUJILLO, J. E.; ALARCÓN CAMACHO, E. M.; JAIME OSORIO, M. F. Narratives about Being and Becoming English Language Teachers in an ELT Education Program. Colombian Applied Linguistics Journal, [S. l.], v. 24, n. 1, 2021. DOI: 10.14483/22487085.17940. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/17940. Acesso em: 24 oct. 2021.

Chicago

Castañeda Trujillo, Jairo Enrique, Eliana Maritza Alarcón Camacho, and María Fernanda Jaime Osorio. 2021. “Narratives about Being and Becoming English Language Teachers in an ELT Education Program”. Colombian Applied Linguistics Journal 24 (1). https://doi.org/10.14483/22487085.17940.

Harvard

Castañeda Trujillo, J. E., Alarcón Camacho, E. M. and Jaime Osorio, M. F. (2021) “Narratives about Being and Becoming English Language Teachers in an ELT Education Program”, Colombian Applied Linguistics Journal, 24(1). doi: 10.14483/22487085.17940.

IEEE

[1]
J. E. Castañeda Trujillo, E. M. Alarcón Camacho, and M. F. Jaime Osorio, “Narratives about Being and Becoming English Language Teachers in an ELT Education Program”, Colomb. appl. linguist. j, vol. 24, no. 1, Oct. 2021.

MLA

Castañeda Trujillo, J. E., E. M. Alarcón Camacho, and M. F. Jaime Osorio. “Narratives about Being and Becoming English Language Teachers in an ELT Education Program”. Colombian Applied Linguistics Journal, vol. 24, no. 1, Oct. 2021, doi:10.14483/22487085.17940.

Turabian

Castañeda Trujillo, Jairo Enrique, Eliana Maritza Alarcón Camacho, and María Fernanda Jaime Osorio. “Narratives about Being and Becoming English Language Teachers in an ELT Education Program”. Colombian Applied Linguistics Journal 24, no. 1 (October 13, 2021). Accessed October 24, 2021. https://revistas.udistrital.edu.co/index.php/calj/article/view/17940.

Vancouver

1.
Castañeda Trujillo JE, Alarcón Camacho EM, Jaime Osorio MF. Narratives about Being and Becoming English Language Teachers in an ELT Education Program. Colomb. appl. linguist. j [Internet]. 2021Oct.13 [cited 2021Oct.24];24(1). Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/17940

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