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 belie...

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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
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closedAccess
License
https://creativecommons.org/licenses/by-nd/4.0/
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dc.title.eng.fl_str_mv Self-perceptions and teaching practices in bilingual education: An autoethnographic study
title Self-perceptions and teaching practices in bilingual education: An autoethnographic study
spellingShingle Self-perceptions and teaching practices in bilingual education: An autoethnographic study
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
title_short Self-perceptions and teaching practices in bilingual education: An autoethnographic study
title_full Self-perceptions and teaching practices in bilingual education: An autoethnographic study
title_fullStr Self-perceptions and teaching practices in bilingual education: An autoethnographic study
title_full_unstemmed Self-perceptions and teaching practices in bilingual education: An autoethnographic study
title_sort Self-perceptions and teaching practices in bilingual education: An autoethnographic study
dc.creator.fl_str_mv Montoya Muñoz, Daniel Esteban
dc.contributor.advisor.none.fl_str_mv Lopera Bedoya, Leslie Juliana
dc.contributor.author.none.fl_str_mv Montoya Muñoz, Daniel Esteban
dc.subject.eng.fl_str_mv Self-efficacy
Teacher beliefs
Bilingual education
Teaching practices
English teaching
Autoethnography
topic 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
dc.subject.proposal.spa.fl_str_mv Autopercepciones
Prácticas Pedagógicas
Educación Bilingüe
Autoetnografía
Autoeficacia
Identidad Docente
dc.subject.proposal.eng.fl_str_mv Self-perceptions
Teaching Practices
Bilingual Education
Autoethnography
Self-efficacy
Teacher Identity
description 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.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-09-01T23:34:59Z
dc.date.available.none.fl_str_mv 2025-09-01T23:34:59Z
dc.date.issued.none.fl_str_mv 2025
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dc.type.local.none.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.uri.none.fl_str_mv https://repository.ucatolicaluisamigo.edu.co/handle/20.500.14.531/6267
url https://repository.ucatolicaluisamigo.edu.co/handle/20.500.14.531/6267
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv Anderson, C. L. (2020). Recovery from relinquishment: Forgiving my birth mother. My journey from 1954 to today. The Qualitative Report, 25(11), 3794 – 3809. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122 – 147. Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10, 1645. https://doi.org/10.3389/fpsyg.2019.01645 Bochner, A., & Ellis, C. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733 – 768). SAGE. Buendía, X. P., & Macías, D. F. (2019). The professional development of English language teachers in Colombia: A review of the literature. Colombian Applied Linguistics Journal, 21(1), 98 – 111. Chang, H. (2008). Autoethnography as a method. Routledge. https://doi.org/10.4324/9781315433370 Cooper, R., & Lilyea, B. (2022). I’m interested in autoethnography, but how do I do it? The Qualitative Report, 27(1), 197 – 208. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). SAGE. Ellis, C., & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In Denzin, N. & Lincoln, Y. (Eds.), Handbook of Qualitative Research (2nd ed., pp. 733 – 768). SAGE. Gibbs, C. (2000). Effective teaching: Exercising self-efficacy and thought control of action. Paper presented at the Annual Conference of the British Educational Research Association, Cardiff University. Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers’ beliefs in English language teaching and learning: A review of the literature. English Language Teaching, 10(4), 78 – 86. Hodder, I. (2000) ‘The interpretation of documents and material culture’, pp. 703 – 15 in N. K. Denzin and Y. S. Lincoln (eds), Handbook of Qualitative Research, London: Sage. Jiménez Grajales, G., Arias Torres, M., Guisao Bohórquez, K. H., & Lopera Bedoya, L. J. (2024). Losing identity or regaining confidence? A collaborative autoethnography on teachers' self-efficacy. The Qualitative Report, 29(8), 2344 – 2361. https://doi.org/10.46743/2160-3715/2024.6732 Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67 – 76. Kozinets, R. V. (2010). Netnography: Doing ethnographic research online. SAGE. Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press. Ley 115 de 1994. Ley General de Educación. Ministerio de Educación Nacional, Colombia. Liljedahl, P., Andra, C., Di Martino, P., & Rouleau, A. (2015). Teacher tension and its implications for teacher education. Proceedings of the 39th Conference of the Psychology of Mathematics Education, 193 – 200. Manara, C. (2013). English language educators' professional learning as a site of identity struggle. Pertanika Journal of Social Sciences & Humanities, 21(3), 1155 – 1170. McDougald, J. S. (2015). Teachers’ attitudes, perceptions, and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal, 17(1), 25 – 41. Miranda, M. (2012). Insights on bilingualism and bilingual education: A sociolinguistic perspective. Íkala, Revista de Lenguaje y Cultura, 17(3), 267 – 271. Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 1 – 49). JAI Press. Pillen, M., Beijaard, D., & den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19(6), 660 – 678. Saldaña, J. (1995). Ethnodrama: An anthology of reality theatre. AltaMira Press. Secretaría de Educación de Bogotá. (2012). Legalización de colegios bilingües: Instituciones de educación formal oficiales y privadas. Türkoğlu, M. E., Cansoy, R., & Parlar, H. (2017). Examining relationship between teachers’ self-efficacy and job satisfaction. Universal Journal of Educational Research, 5(5), 765 – 772. Ubaque-Casallas, D. F. (2021). Language pedagogy and identity: Learning from teachers’ narratives in the Colombian ELT. HOW Journal, 28(2), 33 – 52. Vaillant, D., & Marcelo, C. (2015). El ABC y D de la formación docente. Editorial Narcea. Vanegas, M., Lopera, L. J., & Mesa, H. F. (2021). Psychosocial factors that shape the professional identity crisis in prospective language teachers. The Qualitative Report, 26(9), 2818 – 2835. https://doi.org/10.46743/2160-3715/2021.4536 Wall, S. (2006). An autoethnography on learning about autoethnography. International Journal of Qualitative Methods, 5(2), 146 – 160. Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. SAGE.
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spelling Lopera Bedoya, Leslie JulianaMontoya Muñoz, Daniel Esteban2025-09-01T23:34:59Z2025-09-01T23:34:59Z2025https://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/pdfengUniversidad Católica Luis AmigóEducación y HumanidadesMaestría en Fundamentos de la Docencia en Lenguas Extranjeras (Presencial)Medellín, Colombiahttps://creativecommons.org/licenses/by-nd/4.0/info:eu-repo/semantics/closedAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_14cbSelf-efficacyTeacher beliefsBilingual educationTeaching practicesEnglish teachingAutoethnographyAutopercepcionesPrácticas PedagógicasEducación BilingüeAutoetnografíaAutoeficaciaIdentidad DocenteSelf-perceptionsTeaching PracticesBilingual EducationAutoethnographySelf-efficacyTeacher IdentitySelf-perceptions and teaching practices in bilingual education: An autoethnographic studyhttp://purl.org/coar/resource_type/c_7a1fTesis/Trabajo de grado - Monografía - Pregradoinfo:eu-repo/semantics/acceptedVersionUniversidad Católica Luis AmigóMaestríaMagíster en Fundamentos de la Docencia en Lenguas ExtranjerasAnderson, C. L. (2020). Recovery from relinquishment: Forgiving my birth mother. My journey from 1954 to today. The Qualitative Report, 25(11), 3794 – 3809. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122 – 147. Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10, 1645. https://doi.org/10.3389/fpsyg.2019.01645 Bochner, A., & Ellis, C. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733 – 768). SAGE. Buendía, X. P., & Macías, D. F. (2019). The professional development of English language teachers in Colombia: A review of the literature. Colombian Applied Linguistics Journal, 21(1), 98 – 111. Chang, H. (2008). Autoethnography as a method. Routledge. https://doi.org/10.4324/9781315433370 Cooper, R., & Lilyea, B. (2022). I’m interested in autoethnography, but how do I do it? The Qualitative Report, 27(1), 197 – 208. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). SAGE. Ellis, C., & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In Denzin, N. & Lincoln, Y. (Eds.), Handbook of Qualitative Research (2nd ed., pp. 733 – 768). SAGE. Gibbs, C. (2000). Effective teaching: Exercising self-efficacy and thought control of action. Paper presented at the Annual Conference of the British Educational Research Association, Cardiff University. Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers’ beliefs in English language teaching and learning: A review of the literature. English Language Teaching, 10(4), 78 – 86. Hodder, I. (2000) ‘The interpretation of documents and material culture’, pp. 703 – 15 in N. K. Denzin and Y. S. Lincoln (eds), Handbook of Qualitative Research, London: Sage. Jiménez Grajales, G., Arias Torres, M., Guisao Bohórquez, K. H., & Lopera Bedoya, L. J. (2024). Losing identity or regaining confidence? A collaborative autoethnography on teachers' self-efficacy. The Qualitative Report, 29(8), 2344 – 2361. https://doi.org/10.46743/2160-3715/2024.6732 Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67 – 76. Kozinets, R. V. (2010). Netnography: Doing ethnographic research online. SAGE. Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press. Ley 115 de 1994. Ley General de Educación. Ministerio de Educación Nacional, Colombia. Liljedahl, P., Andra, C., Di Martino, P., & Rouleau, A. (2015). Teacher tension and its implications for teacher education. Proceedings of the 39th Conference of the Psychology of Mathematics Education, 193 – 200. Manara, C. (2013). English language educators' professional learning as a site of identity struggle. Pertanika Journal of Social Sciences & Humanities, 21(3), 1155 – 1170. McDougald, J. S. (2015). Teachers’ attitudes, perceptions, and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal, 17(1), 25 – 41. Miranda, M. (2012). Insights on bilingualism and bilingual education: A sociolinguistic perspective. Íkala, Revista de Lenguaje y Cultura, 17(3), 267 – 271. Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 1 – 49). JAI Press. Pillen, M., Beijaard, D., & den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19(6), 660 – 678. Saldaña, J. (1995). Ethnodrama: An anthology of reality theatre. AltaMira Press. Secretaría de Educación de Bogotá. (2012). Legalización de colegios bilingües: Instituciones de educación formal oficiales y privadas. Türkoğlu, M. E., Cansoy, R., & Parlar, H. (2017). Examining relationship between teachers’ self-efficacy and job satisfaction. Universal Journal of Educational Research, 5(5), 765 – 772. Ubaque-Casallas, D. F. (2021). Language pedagogy and identity: Learning from teachers’ narratives in the Colombian ELT. HOW Journal, 28(2), 33 – 52. Vaillant, D., & Marcelo, C. (2015). El ABC y D de la formación docente. Editorial Narcea. Vanegas, M., Lopera, L. J., & Mesa, H. F. (2021). Psychosocial factors that shape the professional identity crisis in prospective language teachers. The Qualitative Report, 26(9), 2818 – 2835. https://doi.org/10.46743/2160-3715/2021.4536 Wall, S. (2006). An autoethnography on learning about autoethnography. International Journal of Qualitative Methods, 5(2), 146 – 160. Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. 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