Lopera Bedoya, Leslie JulianaMontoya Muñoz, Daniel Esteban2025-09-012025-09-012025https://repository.ucatolicaluisamigo.edu.co/handle/20.500.14.531/6267This 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.24 p.application/pdfenghttps://creativecommons.org/licenses/by-nd/4.0/Self-efficacyTeacher beliefsBilingual educationTeaching practicesEnglish teachingAutoethnographyinfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/resource_type/c_7a1fAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)AutopercepcionesPrácticas PedagógicasEducación BilingüeAutoetnografíaAutoeficaciaIdentidad DocenteSelf-perceptionsTeaching PracticesBilingual EducationAutoethnographySelf-efficacyTeacher Identity