Hacia la comprensión de las prácticas del conocimiento de los profesionales de la enseñanza del inglés en México
DOI:
https://doi.org/10.33010/ie_rie_rediech.v16i0.2163Palabras clave:
enseñanza del inglés, conocimiento, teoría de códigos de legitimación, códigos de especialización, formación docenteResumen
Determinar qué se necesita para ser un docente de lengua inglesa es un tema de constante debate. Cuando se explica la profesión, frecuentemente se mencionan las cualidades, las habilidades docentes y los conocimientos implícitos, dejando fuera prácticas subyacentes como el contexto, el espacio social y las diferentes idiosincrasias. Este artículo busca comprender estos aspectos desde la perspectiva de nueve educadores, docentes de lengua inglesa, de un programa de licenciatura en una universidad pública en el centro de México. Para visibilizar los patrones de las prácticas de conocimiento en el campo de la enseñanza del inglés, se hace uso de la teoría de los códigos de legitimación. En general, la profesión se representa como práctica y homogénea, conformada por disciplinas como la psicología, la pedagogía y la lingüística. Asimismo, al profesional en lengua inglesa se le representa como a un especialista del idioma, sensible al contexto y ética y socialmente comprometido. Sin embargo, estos resultados lucen relacionalmente diferentes debido a que los participantes valoran la práctica social crítica por encima de las habilidades pedagógicas y técnicas.
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Derechos de autor 2025 Vicky Ariza Pinzón, Rosalba Leticia Olguín Díaz, Elba Méndez García
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
