Resumen

CUESTA-GARCIA, Azahara; BATLLE-RODRIGUEZ, Jaume  y  GONZALEZ-ARGUELLO, Vicent. The Construction of the Spanish as a Foreign Language Teacher Identity: Teacher Knowledge in the Process of Teaching Identification. Rev. colomb. educ. [online]. 2023, n.87, pp.139-158.  Epub 01-Ene-2023. ISSN 0120-3916.  https://doi.org/10.17227/rce.num87-13071.

The creation and development of a teaching identity, linked to processes of teacher knowledge construction, constitutes the main aim of teacher training programs, as both seem crucial for the prospective teacher and their profesional development. This paper analyzes the evolution of the teacher identity of 22 preservice teachers of Spanish as a Foreign Language and the role that teaching knowledge plays in these processes through reflective activities based on microteaching. The results have shown that microteaching activities supported self- and joint reflection among the prospective teachers, and additionally, they triggered an ongoing process in the construction of their self-perceptions as language teachers during the intervention. Pedagogical content knowledge was found the most relevant in the development of these first constructions, whereas practical and subject matter content knowledge loses relevance as student teachers gain classroom experience.

Palabras clave : teacher education; reflective teaching; professional identity; microteaching; profesional development..

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