Voicing self - contained teachers' narratives in a Colombian bilingual classroom.

Tabares Narváez, Wendy Tatiana

Voicing self - contained teachers' narratives in a Colombian bilingual classroom.

dc.contributor.advisor	Moreno García, Nohora Patricia
dc.contributor.author	Tabares Narváez, Wendy Tatiana
dc.date.accessioned	2026-06-19T19:52:20Z
dc.date.available	2026-06-19T19:52:20Z
dc.date.issued	2026
dc.description.abstract	La presente investigación aborda las narrativas de docentes de primaria que trabajan bajo el modelo self-contained en un colegio bilingüe privado de Bogotá. Este modelo, caracterizado por la enseñanza de múltiples asignaturas en inglés por un mismo docente, plantea exigencias pedagógicas, emocionales y profesionales que van más allá de la formación tradicional en enseñanza de lenguas extranjeras. El estudio se enmarca en el enfoque de Narrative Inquiry, que permite comprender cómo los docentes construyen y resignifican su identidad profesional a partir de sus experiencias vividas. Se analizaron las historias de cuatro maestros, considerando las dimensiones de temporalidad, socialidad y espacialidad (Clandinin & Connelly, 2000). Los hallazgos muestran que la identidad docente en contextos bilingües no es estática ni definida por manuales institucionales, sino que se transforma continuamente en la tensión entre expectativas institucionales y realidades de aula. Los participantes revelan estrategias de resiliencia frente a la sobrecarga laboral, la falta de recursos y la necesidad de negociar su rol entre colegas y estudiantes. La investigación concluye que el empoderamiento docente requiere más que capacitación técnica: demanda un reconocimiento profundo de la experiencia humana y del contexto particular en el que se ejerce la enseñanza bilingüe. El estudio aporta tanto a la reflexión institucional como al diseño de programas de formación y acompañamiento docente, además de abrir caminos para futuras investigaciones sobre identidad profesional en escenarios de educación bilingüe en Colombia.	spa
dc.description.abstractenglish	This research explores the narratives of primary school teachers working under the self-contained model in a bilingual private school in Bogotá. In this model, a single teacher is responsible for teaching multiple subjects in English, which creates pedagogical, emotional, and professional demands that often exceed traditional training in foreign language teaching. The study adopts a Narrative Inquiry approach to examine how teachers construct and reinterpret their professional identity through lived experiences. The stories of four educators were analyzed using the dimensions of temporality, sociality, and spatiality (Clandinin & Connelly, 2000). Findings reveal that teacher identity in bilingual contexts is not static or defined by institutional manuals but is continuously reshaped through the tension between institutional expectations and classroom realities. Participants highlighted strategies of resilience in response to heavy workloads, limited resources, and the need to negotiate their roles with colleagues and students. The study concludes that teacher empowerment requires more than technical training; it demands a deep recognition of human experience and the specific context in which bilingual education is practiced. In this sense, the research contributes to institutional reflection, teacher education programs, and professional development initiatives, while also opening avenues for further studies on professional identity in bilingual education settings in Colombia.	eng
dc.description.degreelevel	Maestría	spa
dc.description.degreename	Magister en Enseñanza de Lenguas Extranjeras	spa
dc.format.mimetype	application/pdf	spa
dc.identifier.instname	instname:Universidad Pedagógica Nacional	spa
dc.identifier.reponame	reponame: Repositorio Institucional UPN	spa
dc.identifier.repourl	repourl: http://repositorio.pedagogica.edu.co/
dc.identifier.uri	http://hdl.handle.net/20.500.12209/22357
dc.language.iso	en_US
dc.publisher	Universidad Pedagógica Nacional	spa
dc.publisher.faculty	Facultad de Humanidades	spa
dc.publisher.program	Maestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francés	spa
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dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.accessrights	http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons	Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Identidad profesional docente	spa
dc.subject	Investigación narrativa	spa
dc.subject	Modelo self-contained	spa
dc.subject	Educación bilingüe	spa
dc.subject	Empoderamiento docente	spa
dc.subject.keywords	Teacher Professional Identity	eng
dc.subject.keywords	Narrative Inquiry	eng
dc.subject.keywords	Self-contained model	eng
dc.subject.keywords	Bilingual education	eng
dc.subject.keywords	Teacher empowerment	eng
dc.title	Voicing self - contained teachers' narratives in a Colombian bilingual classroom.	spa
dc.type.coar	http://purl.org/coar/resource_type/c_bdcc	eng
dc.type.driver	info:eu-repo/semantics/masterThesis	eng
dc.type.hasVersion	info:eu-repo/semantics/acceptedVersion
dc.type.local	Tesis/Trabajo de grado - Monografía - Maestría	spa
dc.type.version	info:eu-repo/semantics/acceptedVersion
dc.type.version	http://purl.org/coar/version/c_ab4af688f83e57aa