The Role of Self-Efficacy Within the Teacher Identity Crisis of Three Student-Teachers of English from a Private University in Medellín
| dc.contributor.advisor | Lopera Bedoya, Leslie Juliana | |
| dc.contributor.author | Jiménez Grajales, Geraldine | |
| dc.contributor.author | Guisao Bohorquez, Keren Hapuc | |
| dc.contributor.author | Arias Torres, Mariana | |
| dc.date.accessioned | 2024-05-03T13:50:11Z | |
| dc.date.available | 2024-05-03T13:50:11Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | This co-constructed auto-ethnography analyzes the role of self-efficacy within our teacher identity crisis. We are three female student-teachers of a bachelor degree in English teaching from a private university of Medellín, Colombia. One of us is an in-service teacher who works at a private language center, and the two pre-service teachers developed their practicum at public schools. For our data collection techniques, we first conducted a collaborative witnessing through a semi-structured protocol for identifying our own perceptions about our self-efficacy in regards to our teaching performance. Subsequently, we aimed to gather our experiences about our teacher identity crisis and to establish the relationship between self-efficacy and teaching performance during the period of the crisis by conducting document analysis through three narratives. Lastly, we expected to contrast how the in-service teacher has experienced a teacher identity crisis in comparison to the student-teachers by using an in-depth interview following the semi-structured interview protocol. Our findings reveal that high levels of self-efficacy correspond to a stronger belief in our ability to teach effectively. Conversely, low self-efficacy leads to self-doubt and frustration, negatively affecting our teaching performance. It is also concluded that self-efficacy plays a crucial role for navigating and overcoming identity crisis. We suggest student-teachers of English to focus on emotional intelligence to better manage their teacher identity crisis with greater ease. | |
| dc.format.extent | 26 p. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.citation | Universidad Católica Luis Amigó | |
| dc.identifier.uri | http://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2646 | |
| dc.language.iso | eng | |
| dc.publisher | Universidad Católica Luis Amigó | |
| dc.publisher.faculty | Escuela de posgrado. área de Educación | |
| dc.publisher.place | Medellín | |
| dc.rights.accessrights | http://purl.org/coar/access_right/c_16ec | |
| dc.rights.creativecommons | https://creativecommons.org/licenses/by-nc/4.0/ | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nd/4.0/ | |
| dc.subject | Self-efficacy, | spa |
| dc.subject | Teacher identity crisis, | spa |
| dc.subject | Teaching performance, | spa |
| dc.subject | English teaching, | spa |
| dc.subject | Student-teachers. | spa |
| dc.thesis.discipline | Licenciatura en Lenguas Extranjeras con Énfasis en Inglés | |
| dc.thesis.level | Pregrado | |
| dc.thesis.name | licenciado en Lenguas Extranjeras con Énfasis en Inglés | |
| dc.title | The Role of Self-Efficacy Within the Teacher Identity Crisis of Three Student-Teachers of English from a Private University in Medellín | eng |
| dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | |
| dc.type.local | Tesis/Trabajo de grado - Monografía - Pregrado | |
| oaire.accessrights | http://purl.org/coar/access_right/c_16ec | |
| oaire.version | http://purl.org/coar/version/c_ab4af688f83e57aa |