La (re)construcción de mi yo docente a través de la reflexividad antes, en, y después del Covid 19

Abstract

This study aimed to make sense of my self-as-teacher before, during, and after the recent pandemic we all had to go through due to the COVID-19 virus. This resulted from my interest in relating this personal phenomenon to the (re)construction of language teacher identity (LTI) and reflexivity. The literature review was used to a) highlight the (re)construction of LTIs as a never-ending process that accounts for the instances teachers adopt thanks to their experiences (Varghese et al., 2005); b) show reflexivity as mechanism language teachers use to position themselves and practice agency (Edge, 2011; Kumaravadivelu, 2012); and c) show how reflexive self-positioning and interactive positioning, along with professional development (PD), are the result of the reflexiveness applied throughout the personal, professional and academic practices (Davies and Harré, 1990). Subsequently, the study adopted a self-reflexive/auto-ethnographic approach, since I played the only participant and researcher in this project (Ellis and Bochner, 2000). In the same way, my written stories were the main data; these were based on my personal, academic and job experiences. Then, this study adopted an introspective approach (Quintero, 2016), where teaching experiences were explored through a narrative inquiry perspective (Barkhuizen and Wette, 2008). Moreover, this study also analyzed six turning points (TPs) of my career experiences. The conclusions revealed that the critical awareness I have had throughout my career is the result of a 3R-EC framework (Reflection, Reflexivity, and Resolved Action for Epistemic Cognition) (Lunn Brownlee et al., 2017). Also, the idea of continuing to perform the 3R-EC framework in daily living tasks so that I can progress as a coherent mom, teacher, researcher, and meaningful other, which aligns with the fact that LTI is an ongoing process that implies experiencing forward and backward.