Not Easy Being “Me”: Deconstructing Foreign Language Teachers’ Self Through Collaborative Autoethnography
In this article, we, three pre-service Foreign Language teachers, used an introspective view of our memories and experiences to extract relevant aspects that defined our teacher self, teaching methodology, and vocation in Southern Colombia. We used a collaborative autoethnographic approach with virt...
| Main Authors: | , , |
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| Format: | Online |
| Language: | eng |
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Universidad Pedagógica y Tecnológica de Colombia
2022
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| Online Access: | https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/14102 |
| _version_ | 1801706663024001024 |
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| author | Hernández Victoria, Juan Camilo Diaz González, Laura Daniela Méndez Garzón, Franz Stehf |
| author_facet | Hernández Victoria, Juan Camilo Diaz González, Laura Daniela Méndez Garzón, Franz Stehf |
| author_sort | Hernández Victoria, Juan Camilo |
| collection | OJS |
| description | In this article, we, three pre-service Foreign Language teachers, used an introspective view of our memories and experiences to extract relevant aspects that defined our teacher self, teaching methodology, and vocation in Southern Colombia. We used a collaborative autoethnographic approach with virtual cumulative collaboration and an analytical/evocative typology. Our stories are evocative, but our experiences were extracted using instruments such as memory collection, self-reflections, reflective journal writing, autobiographical essays, and focus group discussions. We found tacit structural/sociological policies and factors which influenced our learning processes throughout our student selves. Factors concerning acculturation/cultural integration, affective teaching environments or lack thereof, and family dynamics influenced our selves. From retelling our stories, we can see that these policies/factors had an adverse effect in our learning, but a positive effect on our teacher selves and vocation. We can safely say that negative learning/family experiences influencedour teacher selves for the better in our stories. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-14102 |
| institution | Revista Enletawa Journal |
| language | eng |
| publishDate | 2022 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-141022022-03-15T13:34:57Z Not Easy Being “Me”: Deconstructing Foreign Language Teachers’ Self Through Collaborative Autoethnography No es fácil ser "yo": Deconstruyendo el yo de los profesores de lenguas extranjeras a través de la Autoetnografía colaborativa Hernández Victoria, Juan Camilo Diaz González, Laura Daniela Méndez Garzón, Franz Stehf collaborative autoethnography narratives reflections teaching methodology teacher self Autoetnografía colaborativa Auto-reflexiones metodología docente narrativas yo docente In this article, we, three pre-service Foreign Language teachers, used an introspective view of our memories and experiences to extract relevant aspects that defined our teacher self, teaching methodology, and vocation in Southern Colombia. We used a collaborative autoethnographic approach with virtual cumulative collaboration and an analytical/evocative typology. Our stories are evocative, but our experiences were extracted using instruments such as memory collection, self-reflections, reflective journal writing, autobiographical essays, and focus group discussions. We found tacit structural/sociological policies and factors which influenced our learning processes throughout our student selves. Factors concerning acculturation/cultural integration, affective teaching environments or lack thereof, and family dynamics influenced our selves. From retelling our stories, we can see that these policies/factors had an adverse effect in our learning, but a positive effect on our teacher selves and vocation. We can safely say that negative learning/family experiences influencedour teacher selves for the better in our stories. En este artículo, nosotros, tres profesores de lenguas extranjeras en formación, utilizamos una visión introspectiva de nuestros recuerdos y experiencias para extraer aspectos relevantes que definieron nuestro yo docente, metodología docente y vocación en el contexto surcolombiano. Utilizamos la autoetnografía colaborativa virtualmente iterativa con tipología analítica e historias evocativas. Extrayendo recuerdos mediante instrumentos como la recolección de memorias, las autorreflexiones, el diario reflexivo, los ensayos autobiográficos y grupos focales. Encontramos políticas y factores estructurales/sociológicos tácitos influyentes en nuestro aprendizaje durante la niñez. Factores relacionados a la aculturación/integración cultural, los entornos afectivos de enseñanza o la falta de ellos y la dinámica familiar influyeron en nuestros yo. Rememorando nuestras historias, podemos ver que estas políticas/factores tuvieron un efecto adverso en nuestro aprendizaje, pero un efecto positivo en nuestro yo docente y en nuestra vocación. Podemos afirmar que en nuestras historias las experiencias negativas de aprendizaje/familiares influyeron en nosotros como docentes para bien. Universidad Pedagógica y Tecnológica de Colombia 2022-03-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/14102 10.19053/2011835X.14102 Enletawa Journal; Vol. 14 No. 2 (2021): Enletawa Journal Enletawa Journal; Vol. 14 Núm. 2 (2021): Enletawa Journal 2463-1965 2011-835X eng https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/14102/11499 Copyright (c) 2022 Enletawa Journal https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| spellingShingle | collaborative autoethnography narratives reflections teaching methodology teacher self Autoetnografía colaborativa Auto-reflexiones metodología docente narrativas yo docente Hernández Victoria, Juan Camilo Diaz González, Laura Daniela Méndez Garzón, Franz Stehf Not Easy Being “Me”: Deconstructing Foreign Language Teachers’ Self Through Collaborative Autoethnography |
| title | Not Easy Being “Me”: Deconstructing Foreign Language Teachers’ Self Through Collaborative Autoethnography |
| title_alt | No es fácil ser "yo": Deconstruyendo el yo de los profesores de lenguas extranjeras a través de la Autoetnografía colaborativa |
| title_full | Not Easy Being “Me”: Deconstructing Foreign Language Teachers’ Self Through Collaborative Autoethnography |
| title_fullStr | Not Easy Being “Me”: Deconstructing Foreign Language Teachers’ Self Through Collaborative Autoethnography |
| title_full_unstemmed | Not Easy Being “Me”: Deconstructing Foreign Language Teachers’ Self Through Collaborative Autoethnography |
| title_short | Not Easy Being “Me”: Deconstructing Foreign Language Teachers’ Self Through Collaborative Autoethnography |
| title_sort | not easy being me deconstructing foreign language teachers self through collaborative autoethnography |
| topic | collaborative autoethnography narratives reflections teaching methodology teacher self Autoetnografía colaborativa Auto-reflexiones metodología docente narrativas yo docente |
| topic_facet | collaborative autoethnography narratives reflections teaching methodology teacher self Autoetnografía colaborativa Auto-reflexiones metodología docente narrativas yo docente |
| url | https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/14102 |
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