Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development
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 tea...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidad Nacional de Colombia
2023-01-01
|
| Series: | Profile: Issues in Teachers' Professional Development |
| Subjects: | |
| Online Access: | https://revistas.unal.edu.co/index.php/profile/article/view/99248 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849472082981683200 |
|---|---|
| author | Marcela Ovalle Quiroz Adriana González |
| author_facet | Marcela Ovalle Quiroz Adriana González |
| author_sort | Marcela Ovalle Quiroz |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-e99dd4eaec2941f9aa5c271a1bbde6d3 |
| institution | Kabale University |
| issn | 1657-0790 |
| language | English |
| publishDate | 2023-01-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile: Issues in Teachers' Professional Development |
| spelling | doaj-art-e99dd4eaec2941f9aa5c271a1bbde6d32025-08-20T03:24:37ZengUniversidad Nacional de ColombiaProfile: Issues in Teachers' Professional Development1657-07902023-01-0125121322810.15446/profile.v25n1.99248Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional DevelopmentMarcela Ovalle Quiroz0https://orcid.org/0000-0001-6653-5663Adriana González1https://orcid.org/0000-0002-4522-0424Universidad de AntioquiaUniversidad de AntioquiaEnglish 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.https://revistas.unal.edu.co/index.php/profile/article/view/99248english teachingimagined communityimagined identityinvestmentteacher professional development |
| spellingShingle | Marcela Ovalle Quiroz Adriana González Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development Profile: Issues in Teachers' Professional Development english teaching imagined community imagined identity investment teacher professional development |
| title | Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development |
| title_full | Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development |
| title_fullStr | Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development |
| title_full_unstemmed | Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development |
| title_short | Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development |
| title_sort | imagined identities and imagined communities colombian english teachers investment in their professional development |
| topic | english teaching imagined community imagined identity investment teacher professional development |
| url | https://revistas.unal.edu.co/index.php/profile/article/view/99248 |
| work_keys_str_mv | AT marcelaovallequiroz imaginedidentitiesandimaginedcommunitiescolombianenglishteachersinvestmentintheirprofessionaldevelopment AT adrianagonzalez imaginedidentitiesandimaginedcommunitiescolombianenglishteachersinvestmentintheirprofessionaldevelopment |