Self-perceptions and teaching practices in bilingual education: An autoethnographic study

Abstract

This autoethnographic study explores how my self-perceptions as an English teacher influence my practices while teaching Social Studies in a bilingual school in Medellín, Colombia. Analyzing personal documents, pedagogical artifacts, and a self-observation tool over seven months, I examine how beliefs, attitudes, and self-efficacy shape teaching. Findings, organized into five themes—community building, inner fights, citizenship commitment, pedagogical attributes, and self-efficacy—reveal tensions, adaptations, and growth when teaching outside one’s field. This research offers insights into bilingual education’s real conditions and contributes to understanding how teacher beliefs and identity impact professional development in policy-driven educational contexts.