«Enseño, por lo tanto me convierto»: rastreando la identidad transformadora de una profesora de inglés
DOI:
https://doi.org/10.21142/DES-1801-2026-0027Palabras clave:
Aprendizaje permanente, Innovación, Educación en inglés, Identidad profesional docente, Reflexión del profesoradoResumen
Este artículo se enmarca en una investigación sobre la construcción de la identidad profesional de docentes de inglés, analizada a través del estudio de caso de Windi (seudónimo) mediante un enfoque de indagación narrativa. A partir de entrevistas reflexivas, la investigadora examinó sus experiencias docentes, sus consideraciones sobre la práctica en el aula, las innovaciones pedagógicas implementadas y la influencia del contexto escolar. Los hallazgos evidencian que la identidad docente es un proceso dinámico, configurado por la reflexión continua, el aprendizaje permanente y las interacciones sociales. La trayectoria de Windi ilustra la transición de docente novel a líder educativa, impulsando iniciativas como Mini World Class y Grammar Detective. Asimismo, los resultados muestran cómo la teoría de la identidad profesional docente (Beauchamp y Thomas, 2009) y la práctica reflexiva (Schön, 1992) se manifiestan en la práctica educativa concreta, al tiempo que subrayan la necesidad de generar espacios que favorezcan el crecimiento profesional y la transformación personal. Se recomienda crear entornos escolares que fomenten el aprendizaje permanente para fortalecer la identidad y la capacidad transformadora de los docentes.
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