Narratives of Professional Identity in the Training of Foreign Language Teachers
DOI:
https://doi.org/10.29092/uacm.v11i24.240Keywords:
Foreign language teaching, Teacher training, Professional identity, Otherness, Personal narrativesAbstract
This article presents the planning and steps carried out in the implementation of a research project financed by the Spanish Ministry of Science and Innovation (Spain). The project aimed to implement a Foreign Language teacher training model based on the development of teacher identity, using as the main instrument the trainees’ own narratives. Therefore, we conducted a longitudinal research with a group of twenty students throughout their three years of University training. Research results show evidence in the development of their reflection capacity, critical thinking, self-diagnosis and self-evaluation; and discovery of the potential of the foreign language to portray issues related to otherness and diversity.
Downloads
References
Arnold, J. (ed.) (1999), Affect in Language Learning, Cambridge: Cambridge University Press.
Bolívar, A., Domingo, J. y Fernández, M. (2001), La investigación biográfico-narrativa en educación, Madrid: La Muralla.
Buendía, L., Colás, P. y Hernández, F. (1998), Métodos de investigación en psicopedagogía, Madrid: McGraw-Hill.
Council of Europe (2001), A Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Cambridge: CUP.
Delors, J. (1996), “Learning: the Treasure Within”, reporte presentado en la Unesco en el International Commission of Education for the Twenty-first Century, en París.
Denzin, N. (1989), Interpretive Biography, Newbury Park, CA: Sage.
Esteve, J. (2003), La tercera revolución educativa. La educación en la sociedad del conocimiento, Barcelona: Paidós.
Hainmuller, B. (2006), “Exploring Values in Teacher Education”, en M. Persson (ed.), A Vision of European Teaching and Learning: Perspectives on the New Role of the Teacher, Karlstad: Learning Teacher Network, p. 115-130.
Jokinen, H. y Saranen, E. (1998), “Development of students’ teachers self-assessment”, en Hannu Jokinen y John Rushton (eds.), Changing Contexts of School Development-The Challenges to Evaluation and Assessment, Jyväskylä: Institute for Educational Research, p. 1-18.
MacIntyre, P., y Gardner, R. (1991), “Methods and Results in the Study of Anxiety and Language Learning: A Review of the Literature”, en Language Learning, 41(1), p. 85-117.
Nissïla, S. (1999), “Reflective practice in Teacher Education and the Need for Autonomy”, en A. Camilleri (ed.), Introducing Learner Autonomy in Teacher Education, [versión electrónica].
Pérez, C. (2006), “The Student Teacher and the Teaching Role: Searching for Self-Awareness Models”, en International Journal of Learning, 12(9), p. 367-374.
Pinar, W. (1988), “Autobiography and the Architecture of the Self”, en Journal of Curriculum Theorizing, 8(1), p. 7-36.
Pineau, G. y Le Grand, J. L. (1993), Les Histoires de Vie, París: PUF.
Schostak, J. (2002), Understanding, Designing and Conducting Qualitative Research in Education, Filadelfia: Open University Press.
Wakamoto, N. (2000), “Language learning Strategy and Personality Variables: Focussing on Extroversion and Introversión”, en International Review of Applied Linguistics, IRAL 38(1), p. 71-81.
Wiersma, W. (1995), Research Methods in Education, Boston: Allyn y Bacon.
Downloads
Published
Issue
Section
License
This Journal is licensed under Creative Commons Mexico 2.5. It is allowed to reproduce and disseminate the contents of the Journal for educational or research purposes, not for profit, as long as they are not mutilated and cite the source (Andamios, Revista de Investigación Social) and the author.
The copyright of the articles published in Andamios, Revista de Investigación Social are transferred by the author(s) to Universidad Autónoma de la Ciudad de México when the originals have been accepted, so that they are published and distributed both in the printed and electronic versions of the Journal. However, as established by law, the author(s) retains their moral rights. The author(s) will receive a form of assignment of copyright that they must to sign when their original has been accepted. In the case of collective articles, the signature of one of the authors will suffice, provided that the latter has obtained the consent of the others.
Authors may use the material of their article in other works or books published by themselves, with the condition of quoting Andamios as the original source of the texts.
The articles contained in this publication are the responsibility of their authors and do not compromise the official position of Andamios, Revista de Investigación Social of the Universidad Autónoma de la Ciudad de México.
