Palabras clave
Motivation
Identity
Teacher Education
Teacher Educator Training
Formación docente
Motivación
Identidad
Educación superior
Enseñanza y formación
Cómo citar
Resumen
El sistema motivacional L2 (L2MSS por sus siglas en inglés) (Dörnyei & Ryan, 2015) arroja luz sobre los principios teóricos para la investigación en la motivación de estudiantes de idiomas extranjeros/segundos idiomas (L2). El L2MSS se ha adaptado al sistema de 'Posible docente de idiomas' (PLTS) (Kubanyiova, 2009) para explorar la motivación de docentes de idiomas L2. No obstante, existe poca investigación sobre un autosistema para personas docentes de L2 en formación. Por lo tanto, el objetivo de este estudio cualitativo fue explorar las características del yo ideal de la persona docente de L2 en formación para identificar un posible sistema de automotivación. Se realizó entrevistas semiestructuradas a profundidad y se implementó análisis temático. Las personas participantes (N=2) fueron docentes de L2 en formación de una universidad de Costa Rica. Los resultados revelaron que las personas participantes obtuvieron cuatro rasgos comunes de un yo ideal de docentes L2 en formación: (1) pasión (p.ej. pasión, gestión del aula, necesidades educativas especiales, entre otros), (2) conocimiento, (3) adaptabilidad y (4) dominio del idioma. A diferencia del PLTS de Kubanyiova (2009) y el L2MSS de Dörnyei (2009) y Dörnyei y Ryan (2015), se encuentra que las personas participantes comparten un 'Sistema de autoconocimiento de docente L2 en formación que incluye cuatro elementos: (1) Yo ideal docente L2 en formación, (2) el yo docente L2 en formación que debería ser, (3) el yo docente L2 en formación actual y (4) el yo docente L2 que temo ser. Se discute y se concluye que un sistema PLTS podría incluir los cuatro elementos mencionados anteriormente. Sin embargo, es necesario explorar con más profundidad el yo de docentes L2 en formación para una mejor comprensión de la motivación e identidad de dichas personas docentes.
Citas
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