Colección
Educación
Categorías
Libro de investigación
Publicado
1 octubre 2019
ISBN-13 (15)
978-958-5498-27-3
Formación de docentes en universidades latinoamericanas : Vol. 1
Gabriel Díaz Maggioli
Universidad Católica del Uruguay
Gabriel Díaz Maggioli
...
Luis Alejandro Murillo
Universitaria Agustiniana
Luis Alejandro Murillo
...
Mariana Valderrama Leongómez
Universitaria Agustiniana
Mariana Valderrama Leongómez
...
Alejandro Farieta Barrera
Universitaria Agustiniana
Alejandro Farieta Barrera
...
José Vicente Abad
Universidad Católica Luis Amigó
José Vicente Abad
...
Jorge Armando Rodríguez Cendales
Universitaria Agustiniana
Jorge Armando Rodríguez Cendales
...
Jefferson Zapata García
Universidad Católica Luis Amigó
Jefferson Zapata García
...
Diego Fernando Villamizar Gómez
Universitaria Agustiniana
Diego Fernando Villamizar Gómez
...
Amanada K. Wilson
Universidad de Guanajuato
Amanada K. Wilson
...
Irasema Mora-Pablo
Universidad de Guanajuato
Irasema Mora-Pablo
...
Isaac Frausto-Hernandez
Universidad de Guanajuato
Isaac Frausto-Hernandez
...
Jose Irineo Omar Serna-Gutierrez
Universidad de Guanajuato
Jose Irineo Omar Serna-Gutierrez
...
Melba Libia Cárdenas
Universidad Nacional de Colombia
Melba Libia Cárdenas
...
Carmen Rosa Cáceda
Universida de Oregon
Carmen Rosa Cáceda
...
Lina Melissa Vela
Pontificia Universidad Javeriana
Lina Melissa Vela
...
M. Martha Lengeling
Universidad de Guanajuato
M. Martha Lengeling
...
Esta obra se concentra en cuatro temas cruciales de la formación de docentes, tanto antes como durante el servicio y en la enseñanza en diferentes áreas y niveles educativos. En primer lugar, se aborda el asunto de las creencias que los docentes tienen sobre el proceso educativo, las cuales parecen influir en la práctica profesional que estos desarrollan y, por lo tanto, deberían recibir la atención explícita de los procesos de formación de docentes que deseen promover prácticas específicas. El segundo tema de la obra es la relación entre la formación de docentes y la política pública que la rige. En particular, se analizan las reformas curriculares implementadas por varias licenciaturas en universidades privadas colombianas, en respuesta a reformas a la normatividad sobre las condiciones de calidad que a las que deben ajustarse todas las licenciaturas del país. El tercer tema analizado es en qué medida los docentes en educación superior van más allá del dominio de su saber disciplinar atribuyendo importancia a la pedagogía, la didáctica y la práctica reflexiva en su propia práctica docente. Finalmente, se discuten aspectos de la formación de docentes relacionados con los procesos vividos y los retos encontrados por los docentes al entrar en la profesión, su socialización en la comunidad docente, sus identidades como maestros y su motivación para ser docentes. Vale la pena señalar que las contribuciones a este libro comparten el uso de metodologías cualitativas y presentan los resultados de historias de vida, entrevistas, observaciones, y análisis documentales, entre otros.
Palabras clave: Formación de docentes, cognición docente, política pública de formación de docentes, enseñanza en educación superior, ingreso a la profesión docente.
Licencia
Derechos de autor 2019 Editorial Uniagustiniana
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Socialización y negociación de la identidad de docentes transnacionales de inglés como lengua extranjera en México central
M. Martha Lengeling, Irasema Mora-Pablo, Isaac Frausto-Hernandez, Jose Irineo Omar Serna-Gutierrez
Introducción
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Capítulo 1. Transformar la práctica educativa mediante la modificación de las creencias de los docentes. El lugar de las creencias en la formación de docentes
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Capítulo 2. Licenciaturas en filosofía: disputas y articulaciones entre lo disciplinar y lo pedagógico
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Organisation for Economic Co-operation and Development [OECD] (2016). Results from PISA 2015. Colombia. OECD. Recuperado de: https://www.oecd.org/pisa/PISA-2015-Colombia.pdf
Organisation for Economic Co-operation and Development [OECD] (2016a). PISA 2015 Results, Volume I: Excellence and equity in education. París: OECD Publishing. DOI: https://dx.doi.org/10.1787/9789264266490-en
Organisation for Economic Co-operation and Development [OECD] (2018). PISA 2015 Results in Focus. OECD. Recuperado de: https://www.oecd.org/pisa/pisa2015-results-in-focus.pdf
Romilly, J. (1997). Los Grandes Sofistas en la Atenas de Pericles. P. Giralt G. (trad.). Madrid: Seix Barral.
Universidad San Buenaventura (2010). Proyecto Académico Pedagógico. Licenciatura en Filosofía. Bogotá.
Universidad San Buenaventura (2017). Proyecto Académico Pedagógico. Licenciatura en Filosofía. Bogotá.
Visalberghi, A. y Abbagnano, N. (1992). Historia de la Pedagogía. J Hernández C. (trad.). Madrid: Fondo de Cultura Económica.
Woolfolk, A., Davis, H. y Pape, S. (2006). Teachers’ knowledge and beliefs. En P. Alexander, y P. Winne (eds.). Handbook of educational psychology (pp. 715-737). Mahwah: Lawrence Erlbaum.
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods. 6ª ed. Los Angeles: Sage.
Capítulo 3. Reformas a las prácticas y a la formación investigativa en una licenciatura en inglés en Colombia
Abad, J. V. & Pineda, L. K. (2018). Research training in language teacher education: Reflections from a mentee and her mentor. Íkala, Revista de Lenguaje y Cultura, 23(1), 85-98. https://doi.org/10.17533/udea.ikala.v23n01a07
Augusto-Hernández,, C. (2003). Investigación e Investigación Formativa. Nómadas, 18, 183-193. Retrieved from https://www.redalyc.org/pdf/1051/105117890018.pdf
Borg, S. (2006). Conditions for teacher research. English Teaching Forum, 44(4), 22-27. Retrieved from https://eric.ed.gov/?id=EJ1107899
Borg, S. (2013). Teacher Research in Language Teaching: A Critical Analysis. Cambridge, UK: Cambridge University Press.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, UK: Cambridge University Press.
Burns, A. (2010). Doing action research in English Language Teaching: A guide for practitioners. New York, NY: Routledge. https://doi.org/10.4324/9780203863466
Castiblanco, O. (2016). Algunas reflexiones sobre el Decreto 2450 de 2015 del Ministerio de Educación Nacional. Góndola, Enseñanza y Aprendizaje de las Ciencias, 10(2), 5-6. https://doi.org/10.14483/jour.gdla.2014.2.a00
Castro-Garcés, A. Y., & Martínez-Granada, L. (2016). The role of collaborative action research in teachers’ professional development. PROFILE Issues in Teachers’ Professional Development, 18(1), 39-54. https://doi.org/10.15446/profile.v18n1.49148
Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ Professional Knowledge Landscapes. New York, NY: Teachers College Press.
Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25. https://doi.org/10.3102/0013189X028007015
Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
Curry, L. A. (2015, June 23). Fundamentals of Qualitative Research Methods: Data Analysis (Module 5). [Video file]. Retrieved from https://youtu.be/opp5tH4uD-w
De Faría, L. P., & De Alizo, L. P. (2006). Perfil de competencias del docente en la función de investigador y su relación con la producción intelectual. Opción: Revista de Ciencias Humanas y Sociales, 22(50), 159-178.
Decreto 2450 de 2015 (17th December), por el cual se reglamentan las condiciones de calidad para el otorgamiento y renovación del registro calificado de los programas académicos de licenciatura y los enfocados a la educación. Retrieved from https://wp.presidencia.gov.co/sitios/normativa/decretos/2015/Decretos2015/DECRETO%202450%20DEL%2017%20DE%20DICIEMBRE%20DE%202015.pdf
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Díaz-Barriga-Arceo, F. (2010). Los profesores ante las innovaciones curriculares. Revista Iberoamericana de Educación Superior, 1(1). https://doi.org/10.22201/iisue.20072872e.2010.1.15
Donaldson, G. (2014). Teacher education and curriculum change in Scotland. European Journal of Education, 49(2), 178-191. https://doi.org/10.1111/ejed.12077
Edwards, E., & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6-15. https://doi.org/10.1093/elt/ccv060
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Gebhard, J. G. (2009). The Practicum. In A. Burns, & J. C. Richards (Eds.). The Cambridge Guide to Second Language Teacher Education (pp. 250-258). Cambridge, UK: Cambridge University Press.
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Licenciatura en Inglés (2016). Proyecto Educativo de Programa [Documento Institucional]. Facultad de Educación y Humanidades. Medellín, Colombia: Universidad Católica Luis Amigó. Retrieved from https://www.funlam.edu.co/uploads/facultadeducacion/402_PEP_LICENCIATURA_EN_INGLES_2016.pdf
Longhurst, R. (2003). Semi-structured Interviews and Focus Groups. In N. Clifford, & G. Valentine (Eds.). Key Methods in Geography (pp. 117-132). London, UK: SAGE Publications.
Madrid, J. M. (2014). La Investigación Formativa en el pregrado: asunto que requiere suficiente reflexión. Educación superior, 1, 31-37.
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McKay, S. L. (2009). Second Language Classroom Research. In A. Burns & J. C. Richards (Eds.). The Cambridge guide to second language teacher education (pp. 281-288). Cambridge: Cambridge University Press.
Moore, T. S., Lapan, S. D., & Quartaroli, M. T. (2012). Case Study Research. In S. D. Lapan, M. T. Quartaroli, & F. .J. Riemer. (Eds.). Qualitative research. An introduction to methods and designs (pp. 243-270). San Francisco, CA: Jossey-Bass.
Popkewitz, S. (1988). Knowledge, Power: A General Curriculum. In Westbury I. & Purves, A. C. (Eds). Cultural Literacy and the Idea of General Education. Chicago, IL: University of Chicago Press.
Resolución 02041 de 2016 (3rd February), por la cual se establecen las características específicas de calidad de los programas de Licenciatura. Retrieved from https://www.mineducacion.gov.co/1759/w3-article-356144.html
Restrepo-Gómez, B. (2003). Investigación formativa e investigación productiva de conocimiento en la universidad. Nómadas, 18, 195-202.
Restrepo-Gómez, B. (2007). Conceptos y aplicaciones de la investigación formativa, y criterios para evaluar la investigación científica en sentido estricto. Recuperado de https://www.mineducacion.gov.co/CNA/1741/articles-186502_doc_academico5.pdf
Restrepo-Gómez, B. (2008). Formación Investigativa e investigación formativa: Acepciones y operacionalización de esta última y contraste con la investigación científica en sentido estricto. Recuperado de https://web.unap.edu.pe/web/sites/default/files/Formacion-investigativa-e-Investigacion-formativa.pdf
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications.
Taylor, P. C., & Medina, M. N. D. (2013). Educational research paradigms: From positivism to multiparadigmatic. Journal for Meaning Centered Education, 1(1), 1-16.
Toombs, W. E., & Tierney, W. G. (1993). Curriculum definitions and reference points. Journal of Curriculum and Supervision, 8(3), 175-195.
Vicerrectoría Académica - Dirección Nacional de Programas de Pregrado. (2012). Guía para consolidar el proyecto educativo del programa-PEP, autoevaluación y seguimiento de la calidad de los programas de pregrado. Bogotá, Colombia: Universidad Nacional de Colombia. Retrieved from https://www.pregrado.unal.edu.co/docs/acreditacion/general/Guia_PEP_2012.pdf
Waddell, J., & Vartuli, S. (2015). Moving from traditional teacher education to a fieldbased urban teacher education program: One program’s story of reform. Professional Educator, 39(2), 17-39.
Yin, R. K. (2013). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
Capítulo 4. Formación en el saber didáctico para la enseñanza universitaria
Asprelli, C. (2014). La didáctica en la formación docente. Rosario, Argentina: Ediciones HomoSapiens.
Bitar, S. (2011). Formación docente en Chile. Programa de promoción de la reforma Educativa en América Latina y el Caribe (PREAL). Recuperado de: www.preal.org. Julio de 2018.
Bowers, J., Shoho, A. y Barnett, B. (2015). Challenges and Opportunities of Educational Leadership Research and Practice. The State of the Field and Its Multiple Futures. International Research on School Leadership.
Bronmberg, M., Kirsanov, E. y Longueira, M. (2008). Formación profesional docente. Nuevos enfoques, 2ª ed. Buenos Aires, Argentina: Editorial Bonum.
Camilloni, A., Feeney, S., Basabe, L. y cols. (2008). El saber didáctico. Buenos Aires, Argentina: Editorial Paidós.
Cerda, H. (2011). Los elementos de la investigación: cómo reconocerlos, diseñarlos y construirlos. Bogotá, Colombia: Editorial Magisterio.
Chevallard, Y. (1998). La transposición didáctica. Del saber sabio al saber enseñado. Buenos Aires, Argentina: Editorial Aique.
Civarolo, A. (2008). La idea de didáctica: antecedentes, génesis y mutaciones. Bogotá, Colombia: Editorial Magisterio.
Cols, E. (2011). Estilos de enseñanza. Sentidos personales y configuraciones de acción tras la semejanza de las palabras. Rosario, Argentina: Ediciones HomoSapiens.
Comenio, J. (2012). . Barcelona, España: Ediciones Akal.
Contreras, J. (1994). Enseñanza, currículum y profesorado. Introducción crítica a la didáctica. Madrid, España: Editorial Akal.
Díaz-Barriga, A. (2009). Pensar la didáctica, 1ª ed. Buenos Aires, Argentina: Amorrortu ediciones.
Edelstein, G. (2011). Formar y formarse en la enseñanza. Buenos Aires, Argentina: Editorial Paidós
Elliot, J., Manzano, P. y Pérez-Gómez, A. (2010). La investigación-acción en educación, 6ª ed. Madrid, España: Ediciones Morata.
Freire, P. (2012). Pedagogía del oprimido. Madrid, España: Editorial biblioteca Nueva.
Hernández-Sampieri, R., Fernández C. y Baptista P. (2010). Metodología de la investigación. México DF, México: Editorial McGraw Hill.
Herrán, A. (2010). Disparates pedagógicos o retos de la enseñanza universitaria. En J. Paredes y A. de la Herrán (Coords.). Cómo enseñar en el aula universitaria. Madrid: Pirámide.
Herrán, A. (2013). Enfoque radical e inclusivo de la formación. Revista Iberoamericana sobre Calidad, Eficacia y Cambio de Educación, 12(2), 163-264.
Herrán, A. (2015). Pedagogía radical e inclusiva y educación para la muerte. Salamanca, España: Editorial FahrenHouse.
Herrán, A. (2016). ¿Es posible la transformación docente? Revista Internacional de Formación de Profesores, 1(2), 51-69.
Jaramillo, J. (2009). Prácticas de enseñanza. Prácticas educativas y procesos de formación en la educación superior. Bogotá, Colombia: Editorial Pontificia Universidad Javeriana.
Litwin, E. (2000). Las configuraciones didácticas. Buenos Aires, Argentina: Editorial Paidós.
Mañú, J. y Goyarrola, I. (2011). Docentes competentes. Por una educación de calidad. Madrid, España: Narcea ediciones.
Ministerio de Educación de Chile (2008): Marco para la Buena Enseñanza. Recuperado de: https://www.docentemas.cl/docs/MBE2008.pdf
Perrenoud, P. (2004). Desarrollar la práctica reflexiva en el oficio de enseñar. Barcelona, España: Editorial Graó.
Postic, M. (1996). Observación y formación de los profesores. Madrid, España: Ediciones Morata.
Reardon, M. y Leonard, J. (2017). Exploring the Community Impact of Research-Practice Partnerships in Education. A volume in the series: Current Perspectives on School/University/Community Research.
Sandín, M. (2003). Investigación cualitativa en educación. Fundamentos y tradiciones. Madrid, España: McGraw Hill.
Santander, P. (2011). Por qué y cómo hacer análisis del discurso. Cinta Moebio, 41, 207-223.
Schön, D. (1992). La Formación de Profesionales Reflexivos. Hacia un Nuevo Diseño de la Enseñanza y Aprendizaje en las Profesiones. Barcelona, España: Editorial Paidós.
Verret, M. (1975). El tiempo de los estudios. París, Francia: Librairie Honoré Champion.
Zabalza, M. (2011). Competencias docentes del profesor universitario. Calidad y desarrollo profesional, 2ª ed. Madrid, España: Narcea ediciones.
Zabalza, M. y Zabalza, A. (2012). Profesores(as) y profesión docente. Entre el ser y el estar. Madrid, España: Narcea ediciones.
Zambrano, A. (2007). Formación, experiencia y saber. Bogotá, Colombia: Cooperativa Editorial Magisterio.
Zambrano, A. (2011). Didáctica, pedagogía y saber, 2ª ed. Bogotá, Colombia: Cooperativa Editorial Magisterio.
Capítulo 5. Teacher Tales About Professional Development in an Evolving Profession
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Ban, R. (2009). Then and now, Inglés en primarias. MEXTESOL Journal, 33(1), 59-65.
Breshears, S. (2004). Professionalization and exclusion in ESL teaching. ESL Canada Journal/Revue TESL de Canada, 4, 23-39. https://doi.org/10.18806/tesl.v0i0.1038
Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36(3), 372-387. https://doi.org/10.1016/j.system.2008.02.002
Borg, M. (2004). Key concepts in ELT: The apprenticeship of observation. ELT Journal, 58(3), 274-276. https://doi.org/10.1093/elt/58.3.274
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Clandinin, D. J., Steeves, P., & Caine, V. (2013). Composing lives in transition: Early school leavers. Bingley, UK: Emerald Group Publishing Limited.
Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage Publications, Inc.
Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. The Modern Language Journal, 94(iii), 434-452. https://doi.org/10.1111/j.1540-4781.2010.01058.x
Daniels, H., Cole, M., & Wertsch, J.V. (2007). Editors’ introduction. In H. Daniels, M. Cole, & J.V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 1-20). New York, NY: Cambridge University Press. https://doi.org/10.1017/CCOL0521831040.001
Dörnyei, Z. (2011). Research methods in applied linguistics. Oxford: Oxford University Press.
Farmer, F. (2005). Freedom and responsibility: The ELT professional. Paper presented at the 2005 International ANUPI Conference, 1-8.
Flick, U. (2009). An introduction to qualitative research (4th ed.). London: Sage Publications Ltd.
Golombek, P., & Klager, P. (2015). Play and imagination in developing language teacher identity-in-activity. Ilha do Desterro, 68(1), 17-32. https://doi.org/10.5007/2175-8026.2015v68n1p17
Head, K., & Taylor, P. (1997). Readings in teacher development. Oxford: Macmillan Heinemann ELT.
Hubbard, P. (1995). Is English teaching a profession? Three Mexican case studies. MEXTESOL Journal, 19(2), 11-16.
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257. https://doi.org/10.2307/40264518
Johnston, B. (1999). The expatriate teacher as postmodern Paladin. Research in the Teaching of English, 34(2), 255-280.
Johnston, B. (2003). Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates Publishers. https://doi.org/10.4324/9781410606983
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(ii), 236-252. https://doi.org/10.1111/j.1540-4781.2011.01178.x
Kohler-Riessman, C. (1993). Narrative analysis. Newbury Park, CA: Sage Publications, Inc.
Lengeling, M. M. (2007). Falling into the EFL job in Mexico. MEXTESOL Journal, 31(2), 88-96.
Lengeling, M. M. (2010). Becoming an English teacher. Guanajuato, GTO: Universidad de Guanajuato.
Lengeling, M. M. (2013). Martha’s history of teacher socialization. In M.M. Lengeling (Ed.). Entering into the EFL teaching profession: Stories of teacher socialization in Mexico (pp. 147-156). Guanajuato, GTO: Universidad de Guanajuato.
Lengeling, M. M., Crawford, T., & Mora-Pablo, I. (2016). The constant evolution of teacher development in a public university in central Mexico. In M. M. Lengeling & E. Ruiz Esparza Barajas (Eds.). Histories of English as a foreign language: Teacher development in Mexican public universities (pp. 59-78). Mexico City: Pearson.
Lengeling, M. M., & Souther, S. (2014). Teacher development through classroom observation: An EFL teacher’s experience in Mexico. In M.M. Lengeling, L.M. Muñoz de Cote, & I. Armenta Swadley (Eds.). Narrative inquiry of EFL teachers’ professional development and research in central Mexico (pp. 53-65). Guanajuato, GTO: Universidad de Guanajuato.
Lortie, D. C. (1998). Unfinished work: Reflections on Schoolteacher. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.). International handbook of educational change: Part one (pp. 145-161). Dordrecht, The Netherlands: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-011-4944-0_8
Lortie, D. C. (2002). Schoolteacher: A sociological study (2nd ed.). Chicago, IL: Chicago University Press. https://doi.org/10.7208/chicago/9780226773230.001.0001
Mann, S. (2005). The language teacher’s development. Language Teaching, 38(3), 103-118. https://doi.org/10.1017/S0261444805002867
McKnight, A. (1992). “I loved the course but…”: Career aspirations and realities in adult TESOL. Prospect, 7(3), 20-31.
Muñoz de Cote, L.M., Lengeling, M.M., & Armenta, I. (2014). Researching teachers’ professional development. In M. M. Lengeling, L.M. Muñoz de Cote, & I. Armenta Swadley (Eds.). Narrative inquiry of EFL teachers’ professional development and research in central Mexico (pp. 17-37). Guanajuato, GTO: Universidad de Guanajuato.
Ortlipp, M. (2008). Keeping and using reflective journals in the qualitative research process. The Qualitative Report, 13(4), 695-705.
Overbeek, L. (2014). TEFL teaching - slavery or career path? Teaching Village. Retrieved from https://www.teachingvillage.org/2014/05/26/tefl-teachingslavery-or-career-path/
Pinnegar, S., & Daynes, J. G. (2007). Locating narrative inquiry historically. In D. J. Clandinin (Ed.). Handbook of narrative inquiry: Mapping a methodology (pp. 3-34). Thousand Oaks: Sage. https://doi.org/10.4135/9781452226552.n1
Squire, C., Andrews, M., & Tamboukou, M. (2013). Introduction: What is narrative research? In M. Andrews, C. Squire, & M. Tamboukou (Eds.). Doing narrative research (pp. 1-26) (2nd ed.). London: Sage Publications Ltd. https://doi.org/10.4135/9781526402271
Squire, C., Davis, M., Esin, C., Andrews, M., Harrison, B., Hydén, L-C, & Hydén, M. (2014). What is narrative research? London: Bloomsbury Academic.
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Tahir, A., Qadir, S. A., & Malik, F. H. (2014). A study on the unaddressed concerns of professional learning in teacher socialization among Pakistani English teachers. FWU Journal of Social Sciences, 8(2), 71-81.
Vygotsky, L.S. (1981). The genesis of higher mental functions. In J.V. Wertsch (Ed.). The concept of activity in Soviet psychology (pp. 144-188). Armonk, NY: Sharpe.
Wallace, M.J. (1991). Training foreign language teachers. Cambridge: Cambridge University Press.
Wilson, A.K. (2015). 50 years of TESOL in Mexico: An interview with Paul Davies. MEXTESOL Journal, 39(4), 1-6.
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Zeichner, K., & Gore, J. (1990). Teacher socialization. In W. R. Houston (Ed.). Handbook of research on teacher education (pp. 329-348). New York, NY: Macmillan.
Capítulo 6. Socialización y negociación de la identidad de docentes transnacionales de inglés como lengua extranjera en México central
Blommaert, J. (2008). Grassroots literacy: Writing, identity and voice in central Africa. London, UK / New York, NY: Routledge. https://doi.org/10.4324/9780203895481
Bodycott, P. (1997). The influences of personal history on preservice Malay, Tamil, and Chinese teacher thinking. Journal of Education for Teaching, 23(1), 57-68. https://doi.org/10.1080/02607479720178
Boyce, C, & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Watertown, MA: Pathfinder International.
Brison, S. (2002). Violence and the remaking of self. Princeton, NJ: Princeton University Press.
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Burgess, R. CG. (1984). In the field: An introduction to field research. London, UK: Allen & Unwin.
Christiansen, M. S., Trejo-Guzmán, N. P., & Mora-Pablo, I. (2017). You know English, so why don’t you teach? Language ideologies and returnees becoming English language teachers in Mexico. International Multilingual Research Journal, 12(2), 80-95. https://doi.org/10.1080/19313152.2017.1401446
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Esteban-Guitart, M., & Moll, L. C., (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31-48. https://doi.org/10.1177/1354067X13515934
Fairclough, N. (1996). Technologisation of discourse. In C. Caldas-Coulthard & M. Coulthard (eds.). Texts and Practices: Readings in Critical Discourse Analysis (pp. 71-83). London, UK: Routledge.
Farrell, T. S. C. (2001). English language teacher socialization during the practicum. Prospect, 16(1), 49-62.
Frausto-Hernández, I. (2017-2018). Factors influencing identity construction and teaching practice of BA TESOL transnational students. Lenguas en Contexto, 4(8), 4-12.
Grey, C. (1994). Career as a project of the self and labour process discipline. Sociology, 28(2), 479-97. https://doi.org/10.1177/0038038594028002007
Kanno, Y. (2003). Negotiating bilingual and bicultural identities: Japanese returnees betwixt two worlds. Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.4324/9781410607560
Kouritzin, S. (2000). Bringing life to research: Life history research in ESL. TESL Canada Journal, 17, 1-35. https://doi.org/10.18806/tesl.v17i2.887
Labuschangne, A. (2003). Qualitative research: Airy fairy or fundamental. The Qualitative Report, 8(1), 1-4.
Legard, R., Keegan, J., & Ward, K. (2003). In-depth interviews. In J. Ritchie & J. Lewis (eds.). Research practice: A guide for social science students and researchers (pp. 138-169). Thousand Oaks, CA: Sage.
Lillis, T. M. (2001). Student writing: Access, regulation, desire. New York, NY: Routledge.
Lofland, J., & Lofland, L. H. (1995). Analyzing social settings (3rd ed.). Belmont, CA: Wardsworth.
Menard-Warwick, J. (2008). The cultural and intercultural identities of transnational English teachers: Two case studies from the Americas. TESOL Quarterly, 42, 617-640. https://doi.org/10.1002/j.1545-7249.2008.tb00151.x
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco, CA: Jossey-Bass.
Moll, L. C. (1990). Community knowledge and classroom practice: Combining resources for literacy instruction. Tucson, AR: The University of Arizona.
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Capítulo 1. Transformar la práctica educativa mediante la modificación de las creencias de los docentes. El lugar de las creencias en la formación de docentes
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Winitzky, N. y Kaufchak, D. (1997). Constructivism in teacher education: Applying cognitive theory to teacher learning. En V. Richardson, Constructivist education: Building news understandings (pp. 59-83). Londres: Falmer Press.
Woolfolk, A.; Davis, H. y Pape, S. (2006). Teachers’ knowledge and beliefs. En P. Alexander, y P. Winne (eds.). Handbook of educational psychology (pp. 715-737). Mahwah: Lawrence Erlbaum.
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Capítulo 2. Licenciaturas en filosofía: disputas y articulaciones entre lo disciplinar y lo pedagógico
Borman, K. M., Clarke, Ch., Cotner, B. y Lee, R. (2006). Cross-Case Analysis. En J. L. Green, G. Camelli y P. B. Elmore (eds.), Complementary Methods in Education Research (pp. 111-122). Washington, D.C.: American Educational Research Association y Lawrence Erlbaum Associates.
Bruns, B., y Luque, J. (2015). Great Teachers: How to Raise Student Learning in Latin America and the Caribbean. Washington, D.C.: Banco Mundial. DOI: https://dx.doi.org/10.1596/978-1-4648-0151-8
Cerletti, A. (2008). La enseñanza de la filosofía como problema filosófico. Libros del Zorzal.
Colombia. Congreso de la República. (1992, diciembre 28). Ley 30 de 1992, Por la cual se organiza el servicio público de la Educación Superior. Diario oficial, 40700. Recuperado de: https://www.mineducacion.gov.co/1621/articles-104539_archivo_pdf.pdf
Colombia. Congreso de la República. (2015, junio 9). Ley 1753 de 2015, por la cual se expide el Plan Nacional de Desarrollo 2014-2018 “Todos por un nuevo país”. Diario oficial 49538. Recuperado de: https://www.alcaldiaBOGOTÁ.gov.co/sisjur/normas/Norma1.jsp?i=61933
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Colombia. Ministerio de Educación Nacional (MEN), Consejo Nacional de Acreditación. (2013). Lineamientos para la acreditación de programas de pregrado. Recuperado de: https://www.cna.gov.co/1741/articles-186359_pregrado_2013.pdf
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Farieta-Barrera, A. Gómez, M. y Almeida, S. (2015). Análisis comparativo de los planes de estudio de filosofía en Colombia, parte 1: generalidades y flexibilidad. Folios 42, 87-104. DOI: https://dx.doi.org/10.17227/01234870.42folios87.104
Farieta-Barrera, A. (2019a). Formación de docentes de filosofía en Colombia: incidencia de asignaturas y prácticas pedagógicas en el desempeño en competencias específicas en educación. Tesis de Maestría. Facultad de Educación. Universidad de los Andes. Recuperado de https://documentodegrado.uniandes.edu.co/documentos/17213.pdf
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Hedgcock, J. S. (2002). Toward a socioliterate approach to second language teacher education. The Modern Language Journal, 86(3), 299-317. DOI: https://doi.org/10.1111/1540-4781.00151
Kolmos, A., Hadgraft, R. G. y Holgaard, J. E. (2016). Response strategies for curriculum change in engineering. International Journal of Technology and Design Education, 26(3), 391-411. DOI: https://doi.org/10.1007/s10798-015-9319-y
Louvel, S. (2013). Understanding change in higher education as bricolage: how academics engage in curriculum change. Higher education, 66(6), 669-691. DOI: https://doi.org/10.1007/s10734-013-9628-6
Nussbaum, M. (2010) Sin fines de lucro: por qué la democracia necesita de las humanidades. M. V. Rodil (trad.). Buenos Aires: Katz. https://doi.org/10.2307/j.ctvndv60c
Organisation for Economic Co-operation and Development [OECD] (2013). PISA 2012 Results: What Students Know and Can Do - Student Performance in Mathematics, Reading and Science, (vol. I). París: PISA, OECD Publishing. DOI: https://dx.doi.org/10.1787/9789264201118
Organisation for Economic Co-operation and Development [OECD] (2016). Results from PISA 2015. Colombia. OECD. Recuperado de: https://www.oecd.org/pisa/PISA-2015-Colombia.pdf
Organisation for Economic Co-operation and Development [OECD] (2016a). PISA 2015 Results, Volume I: Excellence and equity in education. París: OECD Publishing. DOI: https://dx.doi.org/10.1787/9789264266490-en
Organisation for Economic Co-operation and Development [OECD] (2018). PISA 2015 Results in Focus. OECD. Recuperado de: https://www.oecd.org/pisa/pisa2015-results-in-focus.pdf
Romilly, J. (1997). Los Grandes Sofistas en la Atenas de Pericles. P. Giralt G. (trad.). Madrid: Seix Barral.
Universidad San Buenaventura (2010). Proyecto Académico Pedagógico. Licenciatura en Filosofía. Bogotá.
Universidad San Buenaventura (2017). Proyecto Académico Pedagógico. Licenciatura en Filosofía. Bogotá.
Visalberghi, A. y Abbagnano, N. (1992). Historia de la Pedagogía. J Hernández C. (trad.). Madrid: Fondo de Cultura Económica.
Woolfolk, A., Davis, H. y Pape, S. (2006). Teachers’ knowledge and beliefs. En P. Alexander, y P. Winne (eds.). Handbook of educational psychology (pp. 715-737). Mahwah: Lawrence Erlbaum.
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods. 6ª ed. Los Angeles: Sage.
Capítulo 3. Reformas a las prácticas y a la formación investigativa en una licenciatura en inglés en Colombia
Abad, J. V. & Pineda, L. K. (2018). Research training in language teacher education: Reflections from a mentee and her mentor. Íkala, Revista de Lenguaje y Cultura, 23(1), 85-98. https://doi.org/10.17533/udea.ikala.v23n01a07
Augusto-Hernández,, C. (2003). Investigación e Investigación Formativa. Nómadas, 18, 183-193. Retrieved from https://www.redalyc.org/pdf/1051/105117890018.pdf
Borg, S. (2006). Conditions for teacher research. English Teaching Forum, 44(4), 22-27. Retrieved from https://eric.ed.gov/?id=EJ1107899
Borg, S. (2013). Teacher Research in Language Teaching: A Critical Analysis. Cambridge, UK: Cambridge University Press.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, UK: Cambridge University Press.
Burns, A. (2010). Doing action research in English Language Teaching: A guide for practitioners. New York, NY: Routledge. https://doi.org/10.4324/9780203863466
Castiblanco, O. (2016). Algunas reflexiones sobre el Decreto 2450 de 2015 del Ministerio de Educación Nacional. Góndola, Enseñanza y Aprendizaje de las Ciencias, 10(2), 5-6. https://doi.org/10.14483/jour.gdla.2014.2.a00
Castro-Garcés, A. Y., & Martínez-Granada, L. (2016). The role of collaborative action research in teachers’ professional development. PROFILE Issues in Teachers’ Professional Development, 18(1), 39-54. https://doi.org/10.15446/profile.v18n1.49148
Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ Professional Knowledge Landscapes. New York, NY: Teachers College Press.
Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25. https://doi.org/10.3102/0013189X028007015
Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
Curry, L. A. (2015, June 23). Fundamentals of Qualitative Research Methods: Data Analysis (Module 5). [Video file]. Retrieved from https://youtu.be/opp5tH4uD-w
De Faría, L. P., & De Alizo, L. P. (2006). Perfil de competencias del docente en la función de investigador y su relación con la producción intelectual. Opción: Revista de Ciencias Humanas y Sociales, 22(50), 159-178.
Decreto 2450 de 2015 (17th December), por el cual se reglamentan las condiciones de calidad para el otorgamiento y renovación del registro calificado de los programas académicos de licenciatura y los enfocados a la educación. Retrieved from https://wp.presidencia.gov.co/sitios/normativa/decretos/2015/Decretos2015/DECRETO%202450%20DEL%2017%20DE%20DICIEMBRE%20DE%202015.pdf
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Díaz-Barriga-Arceo, F. (2010). Los profesores ante las innovaciones curriculares. Revista Iberoamericana de Educación Superior, 1(1). https://doi.org/10.22201/iisue.20072872e.2010.1.15
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Edwards, E., & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6-15. https://doi.org/10.1093/elt/ccv060
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Gebhard, J. G. (2009). The Practicum. In A. Burns, & J. C. Richards (Eds.). The Cambridge Guide to Second Language Teacher Education (pp. 250-258). Cambridge, UK: Cambridge University Press.
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Licenciatura en Inglés (2016). Proyecto Educativo de Programa [Documento Institucional]. Facultad de Educación y Humanidades. Medellín, Colombia: Universidad Católica Luis Amigó. Retrieved from https://www.funlam.edu.co/uploads/facultadeducacion/402_PEP_LICENCIATURA_EN_INGLES_2016.pdf
Longhurst, R. (2003). Semi-structured Interviews and Focus Groups. In N. Clifford, & G. Valentine (Eds.). Key Methods in Geography (pp. 117-132). London, UK: SAGE Publications.
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McKay, S. L. (2009). Second Language Classroom Research. In A. Burns & J. C. Richards (Eds.). The Cambridge guide to second language teacher education (pp. 281-288). Cambridge: Cambridge University Press.
Moore, T. S., Lapan, S. D., & Quartaroli, M. T. (2012). Case Study Research. In S. D. Lapan, M. T. Quartaroli, & F. .J. Riemer. (Eds.). Qualitative research. An introduction to methods and designs (pp. 243-270). San Francisco, CA: Jossey-Bass.
Popkewitz, S. (1988). Knowledge, Power: A General Curriculum. In Westbury I. & Purves, A. C. (Eds). Cultural Literacy and the Idea of General Education. Chicago, IL: University of Chicago Press.
Resolución 02041 de 2016 (3rd February), por la cual se establecen las características específicas de calidad de los programas de Licenciatura. Retrieved from https://www.mineducacion.gov.co/1759/w3-article-356144.html
Restrepo-Gómez, B. (2003). Investigación formativa e investigación productiva de conocimiento en la universidad. Nómadas, 18, 195-202.
Restrepo-Gómez, B. (2007). Conceptos y aplicaciones de la investigación formativa, y criterios para evaluar la investigación científica en sentido estricto. Recuperado de https://www.mineducacion.gov.co/CNA/1741/articles-186502_doc_academico5.pdf
Restrepo-Gómez, B. (2008). Formación Investigativa e investigación formativa: Acepciones y operacionalización de esta última y contraste con la investigación científica en sentido estricto. Recuperado de https://web.unap.edu.pe/web/sites/default/files/Formacion-investigativa-e-Investigacion-formativa.pdf
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications.
Taylor, P. C., & Medina, M. N. D. (2013). Educational research paradigms: From positivism to multiparadigmatic. Journal for Meaning Centered Education, 1(1), 1-16.
Toombs, W. E., & Tierney, W. G. (1993). Curriculum definitions and reference points. Journal of Curriculum and Supervision, 8(3), 175-195.
Vicerrectoría Académica - Dirección Nacional de Programas de Pregrado. (2012). Guía para consolidar el proyecto educativo del programa-PEP, autoevaluación y seguimiento de la calidad de los programas de pregrado. Bogotá, Colombia: Universidad Nacional de Colombia. Retrieved from https://www.pregrado.unal.edu.co/docs/acreditacion/general/Guia_PEP_2012.pdf
Waddell, J., & Vartuli, S. (2015). Moving from traditional teacher education to a fieldbased urban teacher education program: One program’s story of reform. Professional Educator, 39(2), 17-39.
Yin, R. K. (2013). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
Capítulo 4. Formación en el saber didáctico para la enseñanza universitaria
Asprelli, C. (2014). La didáctica en la formación docente. Rosario, Argentina: Ediciones HomoSapiens.
Bitar, S. (2011). Formación docente en Chile. Programa de promoción de la reforma Educativa en América Latina y el Caribe (PREAL). Recuperado de: www.preal.org. Julio de 2018.
Bowers, J., Shoho, A. y Barnett, B. (2015). Challenges and Opportunities of Educational Leadership Research and Practice. The State of the Field and Its Multiple Futures. International Research on School Leadership.
Bronmberg, M., Kirsanov, E. y Longueira, M. (2008). Formación profesional docente. Nuevos enfoques, 2ª ed. Buenos Aires, Argentina: Editorial Bonum.
Camilloni, A., Feeney, S., Basabe, L. y cols. (2008). El saber didáctico. Buenos Aires, Argentina: Editorial Paidós.
Cerda, H. (2011). Los elementos de la investigación: cómo reconocerlos, diseñarlos y construirlos. Bogotá, Colombia: Editorial Magisterio.
Chevallard, Y. (1998). La transposición didáctica. Del saber sabio al saber enseñado. Buenos Aires, Argentina: Editorial Aique.
Civarolo, A. (2008). La idea de didáctica: antecedentes, génesis y mutaciones. Bogotá, Colombia: Editorial Magisterio.
Cols, E. (2011). Estilos de enseñanza. Sentidos personales y configuraciones de acción tras la semejanza de las palabras. Rosario, Argentina: Ediciones HomoSapiens.
Comenio, J. (2012). . Barcelona, España: Ediciones Akal.
Contreras, J. (1994). Enseñanza, currículum y profesorado. Introducción crítica a la didáctica. Madrid, España: Editorial Akal.
Díaz-Barriga, A. (2009). Pensar la didáctica, 1ª ed. Buenos Aires, Argentina: Amorrortu ediciones.
Edelstein, G. (2011). Formar y formarse en la enseñanza. Buenos Aires, Argentina: Editorial Paidós
Elliot, J., Manzano, P. y Pérez-Gómez, A. (2010). La investigación-acción en educación, 6ª ed. Madrid, España: Ediciones Morata.
Freire, P. (2012). Pedagogía del oprimido. Madrid, España: Editorial biblioteca Nueva.
Hernández-Sampieri, R., Fernández C. y Baptista P. (2010). Metodología de la investigación. México DF, México: Editorial McGraw Hill.
Herrán, A. (2010). Disparates pedagógicos o retos de la enseñanza universitaria. En J. Paredes y A. de la Herrán (Coords.). Cómo enseñar en el aula universitaria. Madrid: Pirámide.
Herrán, A. (2013). Enfoque radical e inclusivo de la formación. Revista Iberoamericana sobre Calidad, Eficacia y Cambio de Educación, 12(2), 163-264.
Herrán, A. (2015). Pedagogía radical e inclusiva y educación para la muerte. Salamanca, España: Editorial FahrenHouse.
Herrán, A. (2016). ¿Es posible la transformación docente? Revista Internacional de Formación de Profesores, 1(2), 51-69.
Jaramillo, J. (2009). Prácticas de enseñanza. Prácticas educativas y procesos de formación en la educación superior. Bogotá, Colombia: Editorial Pontificia Universidad Javeriana.
Litwin, E. (2000). Las configuraciones didácticas. Buenos Aires, Argentina: Editorial Paidós.
Mañú, J. y Goyarrola, I. (2011). Docentes competentes. Por una educación de calidad. Madrid, España: Narcea ediciones.
Ministerio de Educación de Chile (2008): Marco para la Buena Enseñanza. Recuperado de: https://www.docentemas.cl/docs/MBE2008.pdf
Perrenoud, P. (2004). Desarrollar la práctica reflexiva en el oficio de enseñar. Barcelona, España: Editorial Graó.
Postic, M. (1996). Observación y formación de los profesores. Madrid, España: Ediciones Morata.
Reardon, M. y Leonard, J. (2017). Exploring the Community Impact of Research-Practice Partnerships in Education. A volume in the series: Current Perspectives on School/University/Community Research.
Sandín, M. (2003). Investigación cualitativa en educación. Fundamentos y tradiciones. Madrid, España: McGraw Hill.
Santander, P. (2011). Por qué y cómo hacer análisis del discurso. Cinta Moebio, 41, 207-223.
Schön, D. (1992). La Formación de Profesionales Reflexivos. Hacia un Nuevo Diseño de la Enseñanza y Aprendizaje en las Profesiones. Barcelona, España: Editorial Paidós.
Verret, M. (1975). El tiempo de los estudios. París, Francia: Librairie Honoré Champion.
Zabalza, M. (2011). Competencias docentes del profesor universitario. Calidad y desarrollo profesional, 2ª ed. Madrid, España: Narcea ediciones.
Zabalza, M. y Zabalza, A. (2012). Profesores(as) y profesión docente. Entre el ser y el estar. Madrid, España: Narcea ediciones.
Zambrano, A. (2007). Formación, experiencia y saber. Bogotá, Colombia: Cooperativa Editorial Magisterio.
Zambrano, A. (2011). Didáctica, pedagogía y saber, 2ª ed. Bogotá, Colombia: Cooperativa Editorial Magisterio.
Capítulo 5. Teacher Tales About Professional Development in an Evolving Profession
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Ban, R. (2009). Then and now, Inglés en primarias. MEXTESOL Journal, 33(1), 59-65.
Breshears, S. (2004). Professionalization and exclusion in ESL teaching. ESL Canada Journal/Revue TESL de Canada, 4, 23-39. https://doi.org/10.18806/tesl.v0i0.1038
Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36(3), 372-387. https://doi.org/10.1016/j.system.2008.02.002
Borg, M. (2004). Key concepts in ELT: The apprenticeship of observation. ELT Journal, 58(3), 274-276. https://doi.org/10.1093/elt/58.3.274
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Clandinin, D. J., Steeves, P., & Caine, V. (2013). Composing lives in transition: Early school leavers. Bingley, UK: Emerald Group Publishing Limited.
Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage Publications, Inc.
Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. The Modern Language Journal, 94(iii), 434-452. https://doi.org/10.1111/j.1540-4781.2010.01058.x
Daniels, H., Cole, M., & Wertsch, J.V. (2007). Editors’ introduction. In H. Daniels, M. Cole, & J.V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 1-20). New York, NY: Cambridge University Press. https://doi.org/10.1017/CCOL0521831040.001
Dörnyei, Z. (2011). Research methods in applied linguistics. Oxford: Oxford University Press.
Farmer, F. (2005). Freedom and responsibility: The ELT professional. Paper presented at the 2005 International ANUPI Conference, 1-8.
Flick, U. (2009). An introduction to qualitative research (4th ed.). London: Sage Publications Ltd.
Golombek, P., & Klager, P. (2015). Play and imagination in developing language teacher identity-in-activity. Ilha do Desterro, 68(1), 17-32. https://doi.org/10.5007/2175-8026.2015v68n1p17
Head, K., & Taylor, P. (1997). Readings in teacher development. Oxford: Macmillan Heinemann ELT.
Hubbard, P. (1995). Is English teaching a profession? Three Mexican case studies. MEXTESOL Journal, 19(2), 11-16.
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257. https://doi.org/10.2307/40264518
Johnston, B. (1999). The expatriate teacher as postmodern Paladin. Research in the Teaching of English, 34(2), 255-280.
Johnston, B. (2003). Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates Publishers. https://doi.org/10.4324/9781410606983
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(ii), 236-252. https://doi.org/10.1111/j.1540-4781.2011.01178.x
Kohler-Riessman, C. (1993). Narrative analysis. Newbury Park, CA: Sage Publications, Inc.
Lengeling, M. M. (2007). Falling into the EFL job in Mexico. MEXTESOL Journal, 31(2), 88-96.
Lengeling, M. M. (2010). Becoming an English teacher. Guanajuato, GTO: Universidad de Guanajuato.
Lengeling, M. M. (2013). Martha’s history of teacher socialization. In M.M. Lengeling (Ed.). Entering into the EFL teaching profession: Stories of teacher socialization in Mexico (pp. 147-156). Guanajuato, GTO: Universidad de Guanajuato.
Lengeling, M. M., Crawford, T., & Mora-Pablo, I. (2016). The constant evolution of teacher development in a public university in central Mexico. In M. M. Lengeling & E. Ruiz Esparza Barajas (Eds.). Histories of English as a foreign language: Teacher development in Mexican public universities (pp. 59-78). Mexico City: Pearson.
Lengeling, M. M., & Souther, S. (2014). Teacher development through classroom observation: An EFL teacher’s experience in Mexico. In M.M. Lengeling, L.M. Muñoz de Cote, & I. Armenta Swadley (Eds.). Narrative inquiry of EFL teachers’ professional development and research in central Mexico (pp. 53-65). Guanajuato, GTO: Universidad de Guanajuato.
Lortie, D. C. (1998). Unfinished work: Reflections on Schoolteacher. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.). International handbook of educational change: Part one (pp. 145-161). Dordrecht, The Netherlands: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-011-4944-0_8
Lortie, D. C. (2002). Schoolteacher: A sociological study (2nd ed.). Chicago, IL: Chicago University Press. https://doi.org/10.7208/chicago/9780226773230.001.0001
Mann, S. (2005). The language teacher’s development. Language Teaching, 38(3), 103-118. https://doi.org/10.1017/S0261444805002867
McKnight, A. (1992). “I loved the course but…”: Career aspirations and realities in adult TESOL. Prospect, 7(3), 20-31.
Muñoz de Cote, L.M., Lengeling, M.M., & Armenta, I. (2014). Researching teachers’ professional development. In M. M. Lengeling, L.M. Muñoz de Cote, & I. Armenta Swadley (Eds.). Narrative inquiry of EFL teachers’ professional development and research in central Mexico (pp. 17-37). Guanajuato, GTO: Universidad de Guanajuato.
Ortlipp, M. (2008). Keeping and using reflective journals in the qualitative research process. The Qualitative Report, 13(4), 695-705.
Overbeek, L. (2014). TEFL teaching - slavery or career path? Teaching Village. Retrieved from https://www.teachingvillage.org/2014/05/26/tefl-teachingslavery-or-career-path/
Pinnegar, S., & Daynes, J. G. (2007). Locating narrative inquiry historically. In D. J. Clandinin (Ed.). Handbook of narrative inquiry: Mapping a methodology (pp. 3-34). Thousand Oaks: Sage. https://doi.org/10.4135/9781452226552.n1
Squire, C., Andrews, M., & Tamboukou, M. (2013). Introduction: What is narrative research? In M. Andrews, C. Squire, & M. Tamboukou (Eds.). Doing narrative research (pp. 1-26) (2nd ed.). London: Sage Publications Ltd. https://doi.org/10.4135/9781526402271
Squire, C., Davis, M., Esin, C., Andrews, M., Harrison, B., Hydén, L-C, & Hydén, M. (2014). What is narrative research? London: Bloomsbury Academic.
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Tahir, A., Qadir, S. A., & Malik, F. H. (2014). A study on the unaddressed concerns of professional learning in teacher socialization among Pakistani English teachers. FWU Journal of Social Sciences, 8(2), 71-81.
Vygotsky, L.S. (1981). The genesis of higher mental functions. In J.V. Wertsch (Ed.). The concept of activity in Soviet psychology (pp. 144-188). Armonk, NY: Sharpe.
Wallace, M.J. (1991). Training foreign language teachers. Cambridge: Cambridge University Press.
Wilson, A.K. (2015). 50 years of TESOL in Mexico: An interview with Paul Davies. MEXTESOL Journal, 39(4), 1-6.
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Capítulo 6. Socialización y negociación de la identidad de docentes transnacionales de inglés como lengua extranjera en México central
Blommaert, J. (2008). Grassroots literacy: Writing, identity and voice in central Africa. London, UK / New York, NY: Routledge. https://doi.org/10.4324/9780203895481
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Boyce, C, & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Watertown, MA: Pathfinder International.
Brison, S. (2002). Violence and the remaking of self. Princeton, NJ: Princeton University Press.
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Burgess, R. CG. (1984). In the field: An introduction to field research. London, UK: Allen & Unwin.
Christiansen, M. S., Trejo-Guzmán, N. P., & Mora-Pablo, I. (2017). You know English, so why don’t you teach? Language ideologies and returnees becoming English language teachers in Mexico. International Multilingual Research Journal, 12(2), 80-95. https://doi.org/10.1080/19313152.2017.1401446
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Esteban-Guitart, M., & Moll, L. C., (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31-48. https://doi.org/10.1177/1354067X13515934
Fairclough, N. (1996). Technologisation of discourse. In C. Caldas-Coulthard & M. Coulthard (eds.). Texts and Practices: Readings in Critical Discourse Analysis (pp. 71-83). London, UK: Routledge.
Farrell, T. S. C. (2001). English language teacher socialization during the practicum. Prospect, 16(1), 49-62.
Frausto-Hernández, I. (2017-2018). Factors influencing identity construction and teaching practice of BA TESOL transnational students. Lenguas en Contexto, 4(8), 4-12.
Grey, C. (1994). Career as a project of the self and labour process discipline. Sociology, 28(2), 479-97. https://doi.org/10.1177/0038038594028002007
Kanno, Y. (2003). Negotiating bilingual and bicultural identities: Japanese returnees betwixt two worlds. Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.4324/9781410607560
Kouritzin, S. (2000). Bringing life to research: Life history research in ESL. TESL Canada Journal, 17, 1-35. https://doi.org/10.18806/tesl.v17i2.887
Labuschangne, A. (2003). Qualitative research: Airy fairy or fundamental. The Qualitative Report, 8(1), 1-4.
Legard, R., Keegan, J., & Ward, K. (2003). In-depth interviews. In J. Ritchie & J. Lewis (eds.). Research practice: A guide for social science students and researchers (pp. 138-169). Thousand Oaks, CA: Sage.
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INFORMACIÓN
Universitaria Agustiniana
Personería Jurídica No 6651 de 1996 - Resolución 780 febrero de 2009. Institución de Educación Superior sujeta a inspección y vigilancia por el Ministerio de Educación Nacional
Universitaria Agustiniana
Personería Jurídica No 6651 de 1996 - Resolución 780 febrero de 2009. Institución de Educación Superior sujeta a inspección y vigilancia por el Ministerio de Educación Nacional
SEDES
Campus Tagaste: Avenida Ciudad de Cali No. 11b-95
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Ciudad Bogotá DC
Campus Tagaste: Avenida Ciudad de Cali No. 11b-95
Campus Suba: Calle 147 No. 89-39, Parque Principal
PBX: (57) (1) 4193200
Ciudad Bogotá DC
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