The relationship between intercultural interactions and encounters and professional identity of English Language Teachers : a narrative multiple case study before, during, and after a short-term sojourn abroad

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dc.contributor.advisorÁlvarez Valencia, José Aldemar
dc.contributor.authorAcosta Acosta, Pablo Enrique
dc.date.accessioned2025-02-14T22:05:49Z
dc.date.available2025-02-14T22:05:49Z
dc.date.issued2024
dc.description.abstractThis dissertation explored the influence of intercultural interactions and encounters on the professional identity development of English Language Teachers (ELTs) during short-term sojourns in U.S. summer camps. The study drew on a qualitative narrative inquiry with a multiple-case study design. The research questions were structured around post-structuralism views of identity and aimed to uncover the influence of intercultural encounters on ELTs before, during, and after their summer camp experiences. The study included ten participants who shared their stories of interactions with people from diverse cultural and ethnic backgrounds. The primary objectives of the study were to describe the various types of intercultural encounters that the participants experienced, identify the facilitators and challenges in their learning, explain the impact of these encounters on the participants' perceptions and beliefs, and examine how these encounters contributed to the development of their professional identities. The main findings suggest that intercultural interactions and encounters became identity catalyzers that activated the participants' exploration and construction of their individual and professional identities as language teachers. The study sheds light on the embedded, symbolic, performative, embodied, multilayered, intersectional, intersubjective, and contingent nature of identity. It contributes to understanding the potential of short-term sojourns in transforming future language educators' identities.
dc.description.degreelevelDoctoradospa
dc.description.degreenameDOCTOR(A) INTERINSTITUCIONAL EN EDUCACIÓNspa
dc.format.extent1 recurso en línea (236 páginas)
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10893/32744
dc.language.isoeng
dc.publisherUniversidad del Vallespa
dc.publisher.branchSede Cali
dc.publisher.facultyFACULTAD DE EDUCACIÓN Y PEDAGOGÍAspa
dc.publisher.placeColombiaspa
dc.publisher.programDOCTORADO INTERINSTITUCIONAL EN EDUCACIÓNspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.lembRelaciones interculturales
dc.subject.lembProfesores de ingles
dc.subject.lembIdentidad del profesor
dc.subject.lembIdentidad profesional
dc.subject.proposalRelaciones interculturales; Profesores de ingles; Identidad del profesor; Identidad profesionalspa
dc.titleThe relationship between intercultural interactions and encounters and professional identity of English Language Teachers : a narrative multiple case study before, during, and after a short-term sojourn abroadeng
dc.typeTrabajo de grado - Doctorado
dc.type.coarhttp://purl.org/coar/resource_type/c_db06
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/doctoralThesis
dc.type.redcolhttp://purl.org/redcol/resource_type/TD
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
person.identifier.orcid0000-0003-2736-8457
relation.isDirectorOfPublication8cbf4248-1ca0-4242-81e5-780d939ce0f3
relation.isDirectorOfPublication.latestForDiscovery8cbf4248-1ca0-4242-81e5-780d939ce0f3
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