La construcción de la identidad docente del profesor de Español como lengua extranjera: el conocimiento en el proceso de identificación docente

• Cuesta-García, Azahara ^[1] ; Batlle-Rodríguez, Jaume ^[1] ; González-Argüello, Vicenta ^[1]
  1. [1] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
• Localización: Revista colombiana de educación, ISSN 0120-3916, ISSN-e 2323-0134, Nº. 87, 2023 (Ejemplar dedicado a: Diversidad y matemática (parte 2))
• Idioma: español
• DOI: 10.17227/rce.num87-13071
• Títulos paralelos:
  • A construção da identidade docente do professor de Espanhol como Língua Estrangeira: o conhecimento no processo de identificação docente
  • The Construction of the Spanish as a Foreign Language Teacher Identity: Teacher Knowledge in the Process of Teaching Identification
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Favorecer la creación de una identidad docente desde la formación inicial y desde los procesos de construcción de conocimiento que los programas de formación facilitan, resulta crucial para el futuro profesor y su desarrollo profesional continuo. El presente artículo analiza la evolución de la identidad docente de 22 profesores de Español como Lengua Extranjera en formación inicial, y el rol que la construcción del conocimiento del profesor tiene en dicho proceso durante una secuencia de actividades reflexivas basadas en el microteaching o microenseñanza. La investigación presentada en este texto es de índole cualitativo y de enfoque etnográfico, basándose en el análisis de 44 reflexiones escritas y 161 intervenciones de los participantes en foros de discusión, las cuales giran alrededor de las grabaciones llevadas a cabo en la secuencia de microenseñanza. Los resultados apuntan a que dicha secuencia favorece la reflexión individual y compartida en los futuros profesores, además de un proceso de evolución de las autopercepciones como profesionales. El conocimiento pedagógico es el que tiene el mayor peso en el desarrollo de estas primeras construcciones de identidad docente, mientras que el conocimiento práctico y el de la materia pierden importancia a medida que los profesores comienzan a experimentar en el aula.

  • English

    The creation and development of a teaching identity, linked to processes of teacher knowledge construction, constitutes the main aim of teacher training programs, as both seem crucial for the prospective teacher and their professional development. This paper analyzes the evolution of the teacher identity of 22 preservice teachers of Spanish as a Foreign Language and the role that teaching knowledge plays in these processes through reflective activities based on microteaching. The results have shown that microteaching activities supported self- and joint reflection among the prospective teachers, and additionally, they triggered an ongoing process in the construction of their self-perceptions as language teachers during the intervention. Pedagogical content knowledge was found the most relevant in the development of these first constructions, whereas practical and subject matter content knowledge loses relevance as student teachers gain classroom experience. 

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