DOI:
https://doi.org/10.14483/22487085.22685Published:
2025-11-19Issue:
Vol. 27 No. 2 (2025): CALJ: july-decemberSection:
Research ArticlesConstructing Identity
Insights from Second Language Teachers' Biographies
Construyendo identidad
Keywords:
biographies, identity frames, language teacher identity, México, narrative inquiry (es).Keywords:
biografías, marcos de identidad, identidad de profesores de inglés, México, investigación narrativa (en).Downloads
Abstract (en)
This study explores the intricate and evolving nature of language teacher identity (LTI) through a narrative inquiry into the life stories of four Mexican English language teachers. LTI plays a pivotal role in shaping educators' self-perceptions, pedagogical decisions, and classroom interactions. Using a qualitative narrative approach, the research delves into the participants' biographies to reveal how their personal experiences, cultural backgrounds, and professional contexts influence the formation of their identities. The findings highlight three central identity frames: instructional, disciplinary, and professional. Instructional identities are molded by classroom practices and student interactions, while disciplinary identities are shaped by the teachers' knowledge and beliefs about language education. Professional identities, on the other hand, emerge from a blend of experiences, motivations, and aspirations. Notably, the study uncovers the significant role of caring practices in resolving identity tensions, aligning with ethics of care theory. These insights enhance the understanding of LTI as a dynamic and continually negotiated construct, influenced by various educational contexts. The study underscores the importance of reflective and caring practices in teacher education programs to support the comprehensive development of teacher identity.
Abstract (es)
Este estudio explora la naturaleza intrincada y en evolución de la identidad del profesor de idiomas (LTI) a través de una investigación narrativa de las historias de vida de cuatro profesores de inglés mexicanos. La LTI desempeña un papel fundamental en la configuración de las percepciones que los educadores tienen de sí mismos, en sus decisiones pedagógicas y en sus interacciones en el aula. Utilizando un enfoque narrativo cualitativo, la investigación profundiza en las biografías de los participantes para revelar cómo sus experiencias personales, contextos culturales y entornos profesionales influyen en la formación de sus identidades. Los hallazgos destacan tres marcos de identidad centrales: instruccional, disciplinario y profesional. Las identidades instruccionales se moldean a través de las prácticas en el aula y las interacciones con los estudiantes, mientras que las identidades disciplinarias se forman a partir del conocimiento y las creencias de los profesores sobre la enseñanza de idiomas. Por otro lado, las identidades profesionales emergen de una combinación de experiencias, motivaciones y aspiraciones. Notablemente, el estudio descubre el papel significativo de las prácticas de cuidado en la resolución de tensiones de identidad, alineándose con la teoría de la ética del cuidado. Estos conocimientos mejoran la comprensión de la LTI como un constructo dinámico y continuamente negociado, influenciado por diversos contextos educativos. El estudio subraya la importancia de las prácticas reflexivas y de cuidado en los programas de formación docente para apoyar el desarrollo integral de la identidad del profesor.
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