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Imagined Identities and Imagined Communities: Colombian English Teachers' Investment in Their Professional Development
- Source :
-
PROFILE: Issues in Teachers' Professional Development . Jan-Jun 2023 25(1):213-228. - Publication Year :
- 2023
-
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.
Details
- Language :
- English
- ISSN :
- 1657-0790 and 2256-5760
- Volume :
- 25
- Issue :
- 1
- Database :
- ERIC
- Journal :
- PROFILE: Issues in Teachers' Professional Development
- Publication Type :
- Academic Journal
- Accession number :
- EJ1368179
- Document Type :
- Journal Articles<br />Reports - Research