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

Emotions and Sociocultural Context in Foreign Language Teacher Identity

  • Datos identificativos

    Identificador: RP:5121
    Handle: https://hdl.handle.net/20.500.11797/RP5121
    Autores:
    Méndez López, Mariza G.
    Resumen:
    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.

  • Otros:

    Autor según el artículo: Méndez López, Mariza G.
    Palabras clave: Emotional experiences
    Resumen: 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.
    Año de publicación de la revista: 2022
    Tipo de publicación: ##rt.metadata.pkp.peerReviewed## info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/article