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

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dc.contributor.advisorMedina Telléz, Manuel Ricardo
dc.contributor.authorTriviño Duque, Suan Stefanie
dc.contributor.corporatenameUniversidad Santo Tomásspa
dc.date.accessioned2022-07-21T22:20:56Z
dc.date.available2022-07-21T22:20:56Z
dc.date.issued2022-07-19
dc.descriptionEl objetivo principal de esta investigación es describir las experiencias de la cotidianidad fuera del aula de clases de una futura profesora de inglés en un contexto rural, y cómo, a partir de estas experiencias, configura su identidad profesional en relación con las circunstancias alrededor de su lugar de trabajo, presiones académicas y estímulos externos del contexto. Esta investigación se desarrolló como un estudio narrativo, y la recolección de datos se realizó a través de entrevistas semiestructuradas, marcos narrativos y diarios de campo. Esta narrativa fue analizada a partir de las propias reflexiones y percepciones de la participante, identificando patrones específicos en los datos, para luego categorizarlos en tres grandes temas, dando como resultado una visión diferente de cómo se despierta la sensibilidad y la empatía desde la cotidianidad del contexto rural, las cuales han sido la base para el desarrollo de su identidad como docente.spa
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.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Lengua Extranjera - Inglésspa
dc.format.mimetypeapplication/pdf
dc.identifier.citationTriviño 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.spa
dc.identifier.instnameinstname:Universidad Santo Tomásspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Santo Tomásspa
dc.identifier.repourlrepourl:https://repository.usta.edu.cospa
dc.identifier.urihttp://hdl.handle.net/11634/45999
dc.language.isospa
dc.publisherUniversidad Santo Tomásspa
dc.publisher.branchCRAI-USTA Bogotáspa
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.programPregrado Licenciatura en Lengua Extranjera - Inglésspa
dc.relation.referencesBarkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York, NY: Routledge.spa
dc.relation.referencesBarkhuizen, 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/44984707spa
dc.relation.referencesBarkhuizen, G., & Wette, R. (2008). Narrative Frames for Investigating the Experiences of Language Teachers. System, 36 (3), 372–87.spa
dc.relation.referencesBonilla, 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.v16n2.40423spa
dc.relation.referencesChand, 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.ch006spa
dc.relation.referencesCastañeda-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.spa
dc.relation.referencesCastellanos 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/37878spa
dc.relation.referencesCruz 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.v20n2.67142spa
dc.relation.referencesCruz-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/117spa
dc.relation.referencesCruz-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.v25n02a05spa
dc.relation.referencesEllis, R., & Ellis, R. (2012). Language teaching research and language pedagogy. ProQuest Ebook Central https://ebookcentral.proquest.comspa
dc.relation.referencesFajardo, 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.pdfspa
dc.relation.referencesGonzalez, 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.ch018spa
dc.relation.referencesLucero, 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.spa
dc.relation.referencesNorton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol, UK: Multilingual Matters.spa
dc.relation.referencesPérez, J., & Merino, M. (2016) Definición de ruralidad. Definicion.de https://definicion.de/ruralidad/spa
dc.relation.referencesQuintero 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.23.2.293spa
dc.relation.referencesSalinas, 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.25.1.380spa
dc.relation.referencesWebster, 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.spa
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.localAbierto (Texto Completo)spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.subject.keywordDaily experiencesspa
dc.subject.keywordNarrativespa
dc.subject.keywordPre-service teacherspa
dc.subject.keywordRural contextspa
dc.subject.keywordTeacher identityspa
dc.subject.lembLengua inglesaspa
dc.subject.lembPoblación ruralspa
dc.subject.lembProfesoresspa
dc.subject.proposalExperiencias de cotidianidadspa
dc.subject.proposalNarrativaspa
dc.subject.proposalDocente en formaciónspa
dc.subject.proposalContexto ruralspa
dc.subject.proposalIdentidad del docentespa
dc.titleBeyond the classroom : rural context experiences shaping the identity of a future english teacher.spa
dc.typebachelor thesis
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driveinfo:eu-repo/semantics/bachelorThesis
dc.type.localTesis de pregradospa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion

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