Comprensión del aprendizaje y el desarrollo de la identidad del profesorado de EFL terciario: una perspectiva de la teoría de la actividad histórico-cultural
DOI:
https://doi.org/10.30827/portalin.vi2023c.29652Palabras clave:
aprendizaje docente, identidad docente, teoría de la actividad histórico-cultural, contradicción, agenciaResumen
Aunque los estudios actuales han realizado respectivamente muchas investigaciones sobre el aprendizaje y la identidad de los docentes son limitados los estudios empíricos que examinan la combinación de estos dos componentes. Este estudio, basado en la teoría de la actividad histórico-cultural, tiene como objetivo explorar los procesos específicos de aprendizaje de dos profesoras universitarias de inglés y cómo desarrollan sus identidades en el aprendizaje. Las fuentes de datos incluyen observaciones, entrevistas, comunicaciones informales y artefactos relacionados con el aprendizaje y la construcción de identidad de los dos participantes. Los resultados revelan que el aprendizaje docente es un proceso de aprendizaje expansivo que comienza con eventos desencadenantes, y la reflexión impregna todas las fases de dicho aprendizaje expansivo. Además, el aprendizaje docente está impulsado por múltiples contradicciones. Frente a estas contradicciones, los docentes ejercen su agencia, negocian con otras personas significativas y cruzan varios límites en sus actividades de aprendizaje, lo que eventualmente promueve el desarrollo de su identidad. Los resultados brindan inspiraciones para futuras exploraciones sobre el aprendizaje y la identidad docente.
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