Emergencias en la construcción de identidad del docente híbrido: un estudio de caso narrativo en Colombia

Abstract

This study inquiries about some emergencies in the identity construction of some teachers in Colombia who have teaching experience in hybrid contexts (virtual, remote, and on-site). This narrative study is grounded in a reflection of some relevant theoretical statements such as identity in the communities of practice, cyberculture and hybrid practices. The teachers have been moving into several teaching-learning contexts such as remote, virtual, and on-site; however, some emergencies may permeate their identity construction regarding their wishes, struggles, and/or feelings. These disruptions are needed to be explored at the technology education field in Colombia. This research ran a case study approach related to the experiences, stories, and narratives of teachers who were willing to share their insights and reflections based on their practices at varied contexts. Finally, this research visualizes the unseen identities of hybrid teachers as well as highlights their tensions, struggles, and emergencies in the construction of identity when teaching in different environments.