Identités des enseignants d'anglais en milieu rural : narratives alternatives de réussite professionnelle
DOI :
https://doi.org/10.17533/udea.ikala.v25n02a05Mots-clés :
enseignement de l’anglais, enseignants ruraux, réussite professionnelle, identité de l’enseignant, narratives, enseignants d’anglais langue étrangèreRésumé
Cet article traite de la notion de réussite professionnelle dans l’enseignement de l’anglais, tel que le conçoit la politique linguistique en Colombie. Ceci en examinant une des particularités sociales les moins traitées dans le domaine : les écoles rurales. En se basant sur l’étude de la construction de leur propre identité professionnelle par les professeurs rurales d’anglais, en relation avec les conditions situées de l’environnement de travail et les exigences extérieures, cette analyse souligne que le sentiment de réussite professionnelle des enseignants s’élabore de façons créatives, multiples et complexes, et pas toujours cohérentes, qui représentent une construction alternative aux bonnes pratiques de l’enseignement tel que défini par la politique. Je soutiens, alors, qu’une reconfiguration des systèmes de croyances sur ce que doivent savoir et faire les enseignants est nécessaire.
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