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

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.

• Autores: Montoya Muñoz, Daniel Esteban
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2025
• Institución: Universidad Católica Luis Amigó
• Repositorio: Repositorio Institucional Universidad Católica Luis Amigó
• Idioma: eng
• OAI Identifier: oai:repository.ucatolicaluisamigo.edu.co:20.500.14.531/6267
• Acceso en línea: https://repository.ucatolicaluisamigo.edu.co/handle/20.500.14.531/6267
• Palabra clave: Self-efficacy; Teacher beliefs; Bilingual education; Teaching practices; English teaching; Autoethnography; Autopercepciones; Prácticas Pedagógicas; Educación Bilingüe; Autoetnografía; Autoeficacia; Identidad Docente; Self-perceptions; Teaching Practices; Bilingual Education; Autoethnography; Self-efficacy; Teacher Identity
• Rights: closedAccess
• License: https://creativecommons.org/licenses/by-nd/4.0/