Construcción de la identidad profesional en nuevos docentes de traducción en Irán: un estudio ecológico
DOI:
https://doi.org/10.17533/udea.mut.v17n1a02Palabras clave:
construcción identitaria, identidad profesional, docentes de traducción, teoría de los sistemas ecológicos, formación de traductoresResumen
La identidad profesional del docente, que denota las formas como los docentes se definen como tales, sus roles y prácticas profesionales, ha recibido bastante atención en el campo de la educación, pero la identidad del docente de traducción es un área relativamente poco explorada en el campo de la traductología. Reconociendo este vacío en la investigación, este artículo explora los factores involucrados en la construcción de la identidad profesional de docentes de traducción iraníes al inicio de su carrera, usando la teoría ecológica de sistemas de Bronfenbrenner. Para este fin, se recopilaron las experiencias de cinco docentes de traducción iraníes en sus primeros cinco años de docencia mediante narrativas y entrevistas semiestructuradas. Los datos se sometieron a un análisis temático para identificar patrones y temas usando el programa de análisis cualitativo MAXQDA. Los resultados arrojaron que diversos factores, como las expectativas de los estudiantes y la facultad, las múltiples identidades profesionales, aspectos socioeconómicos, políticas educativas y el contexto sociocultural pueden modificar, de manera positiva o negativa, la identidad de los docentes de traducción, y con ello tendrán un impacto en el desarrollo y el desempeño profesionales. El artículo concluye afirmando que los programas de formación deben ofrecer a los futuros docentes experiencias prácticas y reflexión individual y grupal que los preparen para las complejidades de la docencia universitaria y les ayuden a desarrollar una identidad profesional positiva y efectiva.
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