Teacher Socialization of EFL Teachers at Public School Levels in Central Mexico
This study aimed at exploring theprocesses of teacher socialization and identity formation of nine English as aforeign language teachers at public schools in central Mexico. These teachersbegan their careers in the National English Program in Basic Education. Qualitativeresearch and narrative inquir...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | México |
| Institución: | Universidad de Guanajuato |
| Repositorio: | Redalyc-UG |
| OAI Identifier: | oai:redalyc.org:169248921004 |
| Acceso en línea: | https://www.redalyc.org/articulo.oa?id=169248921004 https://www.redalyc.org/journal/1692/169248921004/ https://www.redalyc.org/journal/1692/169248921004/html/ https://www.redalyc.org/journal/1692/169248921004/169248921004.epub https://www.redalyc.org/journal/1692/169248921004/movil |
| Access Level: | acceso abierto |
| Palabra clave: | Educación identity EFL teachers imagined communities teacher socialization |
| Sumario: | This study aimed at exploring theprocesses of teacher socialization and identity formation of nine English as aforeign language teachers at public schools in central Mexico. These teachersbegan their careers in the National English Program in Basic Education. Qualitativeresearch and narrative inquiry were used as a basis for this research. The datarevealed that the teachers’ socialization was somewhat informal in that littlewas required from them to gain entrance into the program. Once teaching, theparticipants dealt with challenges in their teaching contexts and the program. Fromthese challenges, the teachers were able to make decisions concerning theirfuture as teachers, forming and imagining their identity. |
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