La Construcción de Identidad de Investigador del Profesor de Inglés: Una Autoetnografía Colaborativa

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DOI:

https://doi.org/10.26817/16925777.1544

Palabras clave:

Autoetnografía, autoetnografía colaborativa, decolonialidad, identidad de profesores de inglés, identidad de profesores de inglés investigadores

Resumen

Este estudio cualitativo da cuenta de una autoetnografía colaborativa realizada por 3 docentes investigadores con la intención de comprender mejor las experiencias que han contribuido a la consolidación de su identidad como investigadores. Por medio de narrativas y un marco de 3 pasos para la recopilación y análisis de datos, se encontró que a pesar de que los docentes participantes estuvieron de alguna manera expuestos a experiencias relacionadas con la investigación durante su tiempo como estudiantes de pregrado, las experiencias vividas dentro y después de la educación de posgrado permitieron la construcción y posterior consolidación de su dimensión de identidad docente investigadora. Además, la participación activa en una comunidad de investigación así como la participación en diferentes eventos académicos especializados de ELT nacionales e internacionales también ha potenciado el aspecto mencionado.

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Publicado

2023-12-30

Cómo citar

Mosquera Pérez, J. E., Hurtado Torres, F. A. ., & Pérez Diaz, D. E. . (2023). La Construcción de Identidad de Investigador del Profesor de Inglés: Una Autoetnografía Colaborativa. GIST – Education and Learning Research Journal, 26. https://doi.org/10.26817/16925777.1544

Número

Vol. 26 (2023): GiST Education and Learning Research Journal, No 26

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Artículos Científicos

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Derechos de autor 2023 GIST – Education and Learning Research Journal

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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

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