Imagined Identities and Imagined Communities: Colombian English Teachers' Investment in Their Professional Development

Autor/inn/en	Ovalle Quiroz, Marcela; González, Adriana
Titel	Imagined Identities and Imagined Communities: Colombian English Teachers' Investment in Their Professional Development
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 25 (2023) 1, S.213-228 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ovalle Quiroz, Marcela) ORCID (González, Adriana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Professional Identity; Foreign Countries; Language Proficiency; Language Usage; Teaching Methods; Learning Processes; Faculty Development; Work Environment; Language of Instruction; Educational Policy; Teacher Attitudes; Case Studies; Technological Literacy; Pedagogical Content Knowledge; Bilingualism; Communities of Practice; Spanish; Political Influences; Colombia + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Arbeitsmilieu; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Lehrerverhalten; Case study; Fallstudie; Case Study; Technisches Wissen; Pädagogische Kompetenz; Bilingualismus; Community; Spanisch; Political influence; Politischer Einfluss; Kolumbien
Abstract	English teachers' professional development responds to individual needs and societal discourses about teaching, learning, and language use. This paper reports the findings of a case study that explored the factors that increased or limited the active and committed participation of nine Colombian teachers of English in professional development programs. Findings suggest that English teachers are invested in their professional development if they may develop three imagined identities--as proficient English speakers, ELT experts, and ICT competent users--and their affiliation to an imagined community of "bilinguals." The teachers' journey to the imagined identities and the imagined community is full of conflicting emotions amidst the socio-political context of their work and the country's language education policies. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01