Guerrero Nieto, Carmen HelenaCasas Trujillo, Jennifer Paola2017-10-092017-10-092017-09-01http://hdl.handle.net/11349/6804The present study framed within the qualitative research paradigm has the purpose to give voice to english teachers that have taught a foreign language to students with disabilities. The participants of the study shared their narratives collected through a professional history time line and two narrative interviews. The methodology of analysis implemented was short story analysis, in which three factors were key elements to choose the data, these elements were: the who, the where and when, source of information to answer the main question of the study which was how do EFL teachers configure their professional subjectivity in the frame of Colombian inclusion policy?The present study framed within the qualitative research paradigm has the purpose to give voice to english teachers that have taught a foreign language to students with disabilities. The participants of the study shared their narratives collected through a professional history time line and two narrative interviews. The methodology of analysis implemented was short story analysis, in which three factors were key elements to choose the data, these elements were: the who, the where and when, source of information to answer the main question of the study which was how do EFL teachers configure their professional subjectivity in the frame of Colombian inclusion policy?pdfspaAtribución-NoComercial-SinDerivadas 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/SubjetividadSujetoPolíticas de inclusiónDesarrollo docenteMaestría en Lingüística - Tesis y disertaciones académicasInglés - EnseñanzaEducación inclusivaProfesores de inglésinfo:eu-repo/semantics/openAccessSubjectivitySubjectInclusion policyTeacher developmentAbierto (Texto Completo)info:eu-repo/semantics/masterThesis