Analyzing the construction of an EFL teacher’s identity in central Mexico
Medina Velázquez, Dulce Itzel
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"The main purpose of this research was to deepen the understanding of how the english language teacher professional role identity (TPRI) is constructed in a public high school in central Mexico. The study integrated into this understanding the way in which english language teacher’s identity is influenced through personal, professional, and stakeholders’ beliefs. The methodology of the research took the form of a case study, where data was gathered from a single teacher through interviews and a questionnaire that conveyed the story of her professional life. Findings revealed that this English language teacher has been in a constant struggle to gain the recognition of the educational stakeholders to be considered a ‘real’ teacher in her professional context. This, in turn, leads her reflect on her own teacher’s identity where a high teaching commitment is identified. The research concludes by providing a general panorama of the situation that the participant has faced over two years, which reflects the needs of the teaching context. The study concludes that continuous engagement with teachers through reflection is desirable in order to foster better teaching practices that benefit students."
- Tesis de Maestría 4154
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