“Of Being and not Being:” Colombian Public Elementary School Teachers' Oscillating Identities

This article presents the partial results of a larger study conducted in Bogotá (Colombia) with public elementary school teachers. Given their nature, and since they are equally affected not only by one, but by every policy of the Colombian educational system, the primary school teachers cannot be treated here as if they taught English only. They are responsible for teaching all subjects (math, social studies, physical education, English, Spanish, etc.). Data were collected through focus groups. Partial results show that the teachers’ identities range from feeling powerful to feeling powerless, depending on where they stand, that is, the field of knowledge, in the classroom, and in their relationship with the policies makers.

Anexo

Referencia

Datos

Titulo

“Of Being and not Being:” Colombian Public Elementary School Teachers' Oscillating Identities

Autor(es)

Álvaro Hernán Quintero
Carmen Helena Guerrero

Titulo de la Revista

HOW

Pais

Colombia

Editorial

Asociación Colombiana de Profesores de Inglés - ASOCOPI

ISSN

0120-5927

Volumen

20

Fasciculo

N/A

Paginas

190-205

Año

2013