El rol de las emociones en la construcción de la identidad de los docentes de inglés en formación
DOI:
https://doi.org/10.17533/udea.ikala.356893Schlagworte:
practica docente, docentes de inglés en formación, autorregulación de las emociones, giro emocional en educación, identidad docenteAbstract
El estudio de las emociones experimentadas por los practicantes de las licenciaturas en lenguas extranjeras y su influencia en la formación de su identidad ha cobrado vigencia en los últimos diez años. El presente estudio analiza el rol de las emociones de los practicantes y el impacto que estas tienen en la construcción de su identidad como docentes de inglés. Para esto, se realizó un estudio descriptivo de tipo cualitativo, con base en narrativas co-construidas por 20 practicantes de un programa de Licenciatura en Lenguas Extranjeras con Énfasis en Inglés, de una universidad de Bogotá, Colombia. A partir del análisis temático de las narrativas, se observó que la práctica docente es asumida por los practicantes como un espacio terapéutico para sanar emociones de experiencias pasadas, que las emociones activan la reflexión crítica de los practicantes para tomar decisiones y agenciar cambios en sí mismos y en las situaciones experimentadas en la práctica, y que se requiere formación en inteligencia emocional en los programas de licenciatura para encontrar estrategias de autorregulación de las emociones.
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