Revistes Publicacions URV: Revista Internacional de Lenguas Extranjeras = International Journal of Foreign Languages > 2022

Emotions and Sociocultural Context in Foreign Language Teacher Identity

  • Identification data

    Identifier: RP:5121
    Handle: https://hdl.handle.net/20.500.11797/RP5121
    Authors:
    Méndez López, Mariza G.
    Abstract:
    The present article analyses the influence of previous learning experiences, emotions, and socio-cultural context on the development of teacher identity. The life history of a Mexican language teacher in the middle of her career is explored, in order to understand how previous learning experiences, emotional events, and culture have shaped her teacher identity and professional development. It presents analysis undertaken on the autobiographical narrative of the subject, Renata, the results of which show the determining influence of culture and previous learning experiences in the construction of a teacher identity. This article aims to make professionals in foreign language teaching aware of the usefulness of personal narratives to understanding the teaching practice and supporting professional development.

  • Others:

    Author, as appears in the article.: Méndez López, Mariza G.
    Keywords: Emotional experiences
    Abstract: The present article analyses the influence of previous learning experiences, emotions, and socio-cultural context on the development of teacher identity. The life history of a Mexican language teacher in the middle of her career is explored, in order to understand how previous learning experiences, emotional events, and culture have shaped her teacher identity and professional development. It presents analysis undertaken on the autobiographical narrative of the subject, Renata, the results of which show the determining influence of culture and previous learning experiences in the construction of a teacher identity. This article aims to make professionals in foreign language teaching aware of the usefulness of personal narratives to understanding the teaching practice and supporting professional development.
    Journal publication year: 2022
    Publication Type: ##rt.metadata.pkp.peerReviewed## info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/article