Formación de docentes en universidades latinoamericanas: Vol. 1

Introducción

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

Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary Approaches to Teacher Professional Development. In P. Peterson, E. Baker, & B. McGaw (Eds.). International Encyclopedia of Education (pp. 548-556). Oxford: Elsevier. DOI: https://doi.org/10.1016/B978-0-08-044894-7.00654-0

Boyle, B., While, D., & Boyle, T. (2004). A longitudinal study of teacher change: what makes professional development effective? Curriculum Journal, 15(1), 45-68. DOI: https://doi.org/10.1080/1026716032000189471

Charlier, B. (2001). Le réseau d’enseignants: lieu d’apprentissage et d’innovation. In L. Lafortune, C. Deaudelin, P. Doudin, & D. Martin (Edits.). La formation continue: de la réflexion à l’action (pp. 167-186). Québec: Presses de l’Université du Québec.

Farrell, T. S., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594-610. DOI: https://doi.org/10.1177%2F1362168814541722

Fullan, M. (1990). Staff development, innovation and institutional development. In B. Joyce (Ed.). Changing school culture through staff development (pp. 3-25). Alexandria, VA, USA: Association for Supervision and Curriculum Development.

Hargreaves, D. (2003). From improvement to transformation. Keynote address to the Sixteenth Annual Conference of the International Congress for School Effectiveness and Improvement. Sydney, Australia, January.

James, M., & McCormick, R. (2009). Teachers learning how to learn. Teaching and Teacher Education, 25(7), 973-982. DOI: https://doi.org/10.1016/j.tate.2009.02.023

McLaughlin, M. (1994). Strategic sites for teachers’ professional development. In P. Grimmett & J. Neufeld (Eds.). Teacher development and the struggle for authenticity (pp. 31-51). New York: Teachers College Press.

O’Sullivan, M. (2002). Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia. Teaching and Teacher Education, 18(5), 523-539. DOI: https://doi.org/10.1016/S0742-051X(02)00014-8

Richardson, V., & Placier, P. (2001). Teacher change. En V. Richardson. Handbook of research on teaching (pp. 905-947). Washington: American Educational Research Association.

Ross, J. A., & Bruce, C. D. (2007). Teacher self-assessment: a mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146-159. https://doi.org/10.1016/j.tate.2006.04.035

Sato, K., & Kleinsasser, R. C. (2004). Beliefs, practices and interactions in a Japanese high school English department. Teaching and Teacher Education, 20(8), 797-816. https://doi.org/10.1016/j.tate.2004.09.004

Savoie-Zajc, L., & Dionne, L. (2001). Vers la mise en place d’une culture de formation continue dans les milieux scolaires : exploration conceptuelle et illustrations. In L. Lafortune, C. Deaudelin, P. Doudin, & D. Martin (Edits.). La formation continue: de la réflexion à l’action. (pp. 167-186). Québec: Presses de l’Université du Québec. https://doi.org/10.2307/j.ctv18phdgn.9

Stallings, T., & Krasavagc, E. (1986). Program implementation and student achievement in a four-year Madeleine Hunter Follow-Through project. Elementary School Journal, 87(2), 117-138. https://doi.org/10.1086/461483

Stevenson, R. (1991). Action research as professional development: A U.S. case study of inquiry-oriented inservice education. Journal of Education for Teaching, 17(3), 277-292. DOI: https://doi.org/10.1080/0260747910170305

Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. https://doi.org/10.1007/s10833-006-0001-8

Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching, 21(1), 22-43. DOI: https://doi.org/10.1080/13540602.2014.928122

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91. https://doi.org/10.1016/j.tate.2007.01.004

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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Borko, H.; Jacobs, J. y Koellner, K. (2010). Contemporary Approaches to Teacher Professional Development. En P. Peterson, E. Baker, y B. McGaw (eds.). International Encyclopedia of Education (pp. 548-556). Oxford: Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00654-0

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Kagan, D. (1992). Implications of research on teacher beliefs. Educational Psychologist, 27(1), 65-90. https://doi.org/10.1207/s15326985ep2701_6

Leavy, A.; McSorley, F. y Boté, L. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and teacher education, 23(7), 1217-1233. https://doi.org/10.1016/j.tate.2006.07.016

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Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of curriculum studies, 19(4), 317-328. https://doi.org/10.1080/0022027870190403

Nisbett, R. y Ross, L. (1980). Human inference: Strategies and shortcomings of social judgment. Englewood Cliffs: Prentice-Hall.

Olafson, L.; Salinas Grandy, C. y Owens, M. (2015). Qualitative Approaches to Studying Teachers’ Beliefs. En H. Fives, y M. Gill (eds.). International handbook of research on teachers’ beliefs (pp. 128-149). Nueva York: Routledge.

Olson, M. (1993). Knowing what counts in teacher education. Paper presented at the Canadian Association of Teacher Educators, Canadian Society of Studies in Education, Ottawa, Ontario, Canada.

Pajares, M. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62, 307-332. https://doi.org/10.3102/00346543062003307

Quine, W.V.O. (1951). Two dogmas of empiricism. Philosophical Review, 60. Pp. 20–43.

Quine, W.V.O. (1960). Word and object. Cambridge, MA: MIT Press. https://doi.org/10.2307/2181906

Richard, M. (1997). Propositional attitudes. En B. Hale, y C. Wright (eds.). A Companion to Philosophy of Language. Oxford: Blackwell. P. 197-226.

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. En J. Sikula, Handbook of Research on Teacher Education (pp. 102-119). Nueva York: MacMillan.

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Saban, A.; Kocbeker, B. y Saban, A. (2007). Prospective teachers’ conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17(2), 123-139. https://doi.org/10.1016/j.learninstruc.2007.01.003

Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. https://doi.org/10.1037/0022-0663.82.3.498

Schraw, G. y Olafson, L. (2015). Assessing Teachers’ Beliefs: Challenges and Solutions. En H. Fives, y M. Gill (eds.). International handbook of research on teachers’ beliefs (pp. 87-105). Nueva York: Routledge.

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Tillema, H. y Knol, W. (1997). Promoting student teacher learning through conceptual change or direct instruction. Teaching and teacher Education, 13(6), 579-595. https://doi.org/10.1016/S0742-051X(97)80002-9

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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.

Zeichner, K.; Tabachnick, B. y Densmore, K. (1987). Individual, institutional, and cultural influences on the development of teachers’ craft knowledge. En J. Calderhead (ed.). Exploring teachers’ thinking (pp. 21-59). Londres: Cassell.

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

Colombia. Departamento Nacional de Planeación (DPN). (2015). Plan Nacional de Desarrollo 2014-2018: todos por un nuevo país (Vols. 1-2.). Bogotá: Departamento Nacional de Planeación. Recuperado de: https://www.dnp.gov.co/Plan-Nacional-de-Desarrollo/Paginas/Que-es-el-Plan-Nacional-de-Desarrollo.aspx

Colombia. Departamento Nacional de Planeación (2002). Plan Nacional de Desarrollo 2002-2006: Hacia un Estado Comunitario. Bogotá: Departamento Nacional de Planeación. Recuperado de: https://www.dnp.gov.co/plan-nacional-de-desarrollo/paginas/planes-de-desarrollo-anteriores.aspx

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

Colombia. Ministerio de Educación Nacional (MEN). (2014, mayo 5). Lineamientos de calidad para las licenciaturas en educación. Versión preliminar. Recuperado de: https://www.mineducacion.gov.co/1759/articles-357233_recurso_1.pdf

Colombia. Ministerio de Educación Nacional. (2015, diciembre 17). Decreto Nº 2450. 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, y se adiciona el Decreto 1075 de 2015, Único Reglamentario del Sector Educación. Diario oficial, 49729. Recuperado de: https://www.mineducacion.gov.co/1759/articles-357048_recurso_1.pdf

Colombia. Ministerio de Educación Nacional. (2016, febrero 3). Resolución 2041. Por la cual se establecen las características específicas de calidad de los programas de licenciatura para la obtención, renovación o modificación del registro calificado. Diario Oficial, 49776. Recuperado de: https://www.mineducacion.gov.co/1759/articles-356982_recurso_1.pdf

Colombia. Ministerio de Educación Nacional. (2016a). ABC de las licenciaturas. Recuperado de: https://www.mineducacion.gov.co/1759/articles-357231_recurso_1.pdf

Colombia. Ministerio de Educación Nacional (2016b). La práctica pedagógica como escenario de aprendizaje. Recuperado de: https://www.mineducacion.gov.co/1759/articles-357388_recurso_1.pdf

Colombia. Ministerio de Educación Nacional. (2017, septiembre 15). Resolución 18583, por la cual se ajustan las características específicas de calidad de los programas de licenciatura para la obtención, renovación o modificación de registro calificado, y se deroga la Resolución 2041 de 2016. Diario oficial, 50357. Recuperado de: https://www.imprenta.gov.co/diariop/diario2.indice?v_num=50.357

De Mattos, L. (1970). Compendio de didáctica general. F. Campos (trad.). Buenos Aires: Kapelusz.

Farieta-Barrera, A. (2018). Análisis comparativo de los planes de estudio de los programas de pregrado en filosofía en Colombia, segunda parte: contenidos. Folios, 48, 167-191. DOI: https://dx.doi.org/10.17227/folios.48-8142

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

Farieta-Barrera, A. (2019b). Formación de maestros de filosofía: la incidencia de cursos disciplinares en lectura crítica y educación ciudadana. Working paper. Recuperado de https://www.academia.edu/37034657/_Vale_la_pena_leer_filosof%C3%ADa_incidencia_de_las_asignaturas_filos%C3%B3ficas_en_el_desempe%C3%B1o_en_lectura_cr%C3%ADtica_y_competencias_ciudadanas_para_las_licenciaturas_de_filosof%C3%ADa_en_Colombia

Farieta-Barrera, A. (2019c). Initial Education of Philosophy Teachers in Colomibia: Association between new Public Policy Requirements and National Standardized Tests. Working paper. https://doi.org/10.14221/ajte.2020v45n6.3

García, S., Maldonado, D., Perry, G., Rodríguez, C. y Saavedra, J. E. (2014). Tras la excelencia docente: cómo mejorar la educación de todos los colombianos. Fundación Compartir, Punto Aparte. https://doi.org/10.17227/0120391.67rce89.105

Hanusheck, E. A. (2011) The economic value of higher teacher quality. Economics of Education Review, 30(3), 466-479. DOI: https://doi.org/10.1016/j.econedurev.2010.12.006

Hanusheck, E. A. y Woessman, L. (2012). Schooling, Educational Achievement, and the Latin American Growth Puzzle. Journal of Development Economics, 99(2), 497-512. DOI: https://dx.doi.org/10.1016/j.jdeveco.2012.06.004

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

Departamento Nacional de Planeación [DNP]. (2014). Bases del plan nacional de desarrollo 2014–2018: Todos por un nuevo país. Paz, equidad, educación [Online document]. Retrieved from https://colaboracion.dnp.gov.co/cdt/prensa/bases%20plan%20nacional%20de%20desarrollo%202014-2018.pdf

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

Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston, MA: Heinle & Heinle.

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.

Golombek, P. R. (2009). Personal practical Knowledge in L2 teacher education. In A. Burns, & J. C. Richards, (Eds.). The Cambridge Guide to Second Language Teacher Education (pp. 155-162). Cambridge, UK: Cambridge University Press.

International Centre for Trade and Sustainable Development (2018, June 1). Colombia ingresa a la OCDE. Retrieved from https://www.ictsd.org/bridges-news/puentes/news/colombia-ingresa-a-la-ocde

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.

Marshall, M. N. (1996). Sampling for qualitative research. Family Practice, 13(6), 522-526. https://doi.org/10.1093/fampra/13.6.522

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.

Study.com (n.d.). How to become a college professor: Education and career roadmap. Study.com.

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.

Wilson, A. K. (2017). A narrator of stories shares his own: An interview with Gary Barkhuizen. MEXTESOL Journal, 41(1), 1-7.

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.

Monzó, L. D., & Rueda, R. (2003). Shaping education through diverse funds of knowledge: A look at one Latina paraeducator’s lived experiences, beliefs, and teaching practice. Anthropology & Education Quarterly, 34, 72-95. https://doi.org/10.1525/aeq.2003.34.1.72

Mora, A., Trejo, P., & Roux, R. (2016). The complexities of being and becoming language teachers: issues of identity and investment. Language and Intercultural Communication, 16(2), 182-198. https://doi.org/10.1080/14708477.2015.1136318

Mora-Pablo, I., Lengeling, M. M., & Basurto-Santos, N. M. (2015). Crossing borders: Stories of transnationals becoming English language teachers in Mexico. SIGNUM, 18(2), 326-348. https://doi.org/10.5433/2237-4876.2015v18n2p326

Mora-Pablo, I., Rivas-Rivas. L. A., Lengeling, M. M., & Crawford, T. (2015). Transnationals becoming English teachers in Mexico: Effects of language brokering and identity formation. GIST Education and Learning Research Journal, 10, 7-28. https://doi.org/10.26817/16925777.264

Mora-Pablo, I., Frausto-Hernández, I., Rangek-Gamiño, N. (2016). Transnational teachers of English in Mexico: Becoming professionals. In N.M. Basurto Santos & M.L. Cardenas (eds.). Investigaciones sin fronteras: New and enduring issues in foreign language education (pp.303-314). Xalapa, Veracruz: Universidad Veracruzana.

Norton, B. (2013). Identity and language learning. Extending the conversation. Bristol, UK: Multilingual Matters. https://doi.org/10.21832/9781783090563

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Longman/Pearson Education.

Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446. https://doi.org/10.1017/S0261444811000309

Petrón, M. (2009). Transnational teachers of English in Mexico. The High School Journal, 92(4), 115-128. https://doi.org/10.1353/hsj.0.0028

Petrón, M. A., & Greybeck, B. (2014). Borderlands epistemologies and the transnational experience. Gist Education and Learning Research Journal, 8(1), 137-155. https://doi.org/10.26817/16925777.118

Peirce, B. N. (1995). Social identity, investment, and language learning.TESOL Quarterly, 29(1), 9-31. https://doi.org/10.2307/3587803

Pretty, G. H., Chipuer, H. M. & Bramston, P. (2003). Sense of place amongst adolescents and adults in two rural Australian towns: The discriminating features of place attachment, sense of community and place dependence in relation to place identity. Journal of Environmental Psychology, 23(3), 273-287. https://doi.org/10.1016/S0272-4944(02)00079-8

Portes, A. (1997). Immigration theory for a new century: Some problems and opportunities. International Migration Review, 31, 799-825. Richards, K. (2003). Qualitative inquiry in TESOL. New York, NY: Palgrave Macmillan. https://doi.org/10.1177/019791839703100402

Portes, A. (2006). Language and professional identity. Hampshire, UK: Palgrave Macmillan.

Rivas-Rivas, L. (2013). Returnees’ identity construction at a BA TESOL program in Mexico. PROFILE, 15(2), 185-197.

Rubin, H., & Rubin, I. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.

Sánchez, P. (2009). Even beyond the local community: A close look at Latina youths return trips to Mexico. The High School Journal, 92(4), 49-66. https://doi.org/10.1353/hsj.0.0032

Sayer, P. (2015). A response to the Sorry report on the state of the PNEIB and English language education in Mexican public schools. MEXTESOL Journal, 39(4), 1-11.

Serna-Gutiérrez, J. O. I., & Mora-Pablo, I. (2018). Critical incidents of transnational student-teachers in central Mexico. Profile, 20(1), 137-150. https://doi.org/10.15446/profile.v20n1.62860

Tang, C. (1997). On the power and status of nonnative ESL teachers. TESOL Quarterly, 31(3), 577-580. https://doi.org/10.2307/3587840

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