<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4870</journal-id>
<journal-title><![CDATA[Folios]]></journal-title>
<abbrev-journal-title><![CDATA[Folios]]></abbrev-journal-title>
<issn>0123-4870</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-48702023000200140</article-id>
<article-id pub-id-type="doi">10.17227/folios.58-14523</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators' Experience]]></article-title>
<article-title xml:lang="es"><![CDATA[Identidade docente na pedagogia da linguagem. Uma perspectiva narrativa a partir da experiência de dois formadores de professores colombianos]]></article-title>
<article-title xml:lang="pt"><![CDATA[Identidad docente en pedagogía de la lengua. Una perspectiva narrativa desde la experiencia de dos formadores de docentes colombianos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ubaque-Casallas]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<numero>58</numero>
<fpage>140</fpage>
<lpage>154</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-48702023000200140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-48702023000200140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-48702023000200140&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper accounts for the inspection of two language teachers' identities and language pedagogy through six conversations in a sixth-month period at two universities in Bogotá, Colombia. By adopting a no-methodology perspective, this study resorts to the notion of narrative to document language pedagogy experiences and inspect how the traditional, yet static notions of teacher identities and language pedagogy, are configured and re-configured through the pedagogical practice. Therefore, findings revealed that English language teachers contest marginal and hegemonic identity constructions through enacting their pedagogy conception. As a result, alternative ways of being and doing are exposed as a mechanism to exist and re-signify what language pedagogy has meant in the English language teaching field.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo relata a inspeção das identidades e da pedagogia de dois professores de línguas através de seis conversas em um período de seis meses, em duas universidades de Bogotá, Colômbia. Ao Adotar uma perspectiva não metodológica, este estudo baseia-se na noção de narrativa para documentar experiências sobre a pedagogia da linguagem e para inspecionar como as noções tradicionais, mas estáticas, de identidades de professores e pedagogia da linguagem são moldadas e remodeladas por meio da prática pedagógica. Portanto, os achados revelaram que os professores de inglês questionam as construções de identidades marginais e hegemônicas por meio da promulgação da sua concepção pedagógica. Como resultado, expõem-se os modos alternativos de ser e fazer como um mecanismo para existir e redefinir o que a pedagogia da linguagem tem sido no campo do ensino de língua inglesa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo da cuenta de la indagación de las identidades y la pedagogía de dos profesores de idiomas a través de seis conversaciones en un período de seis meses, en dos universidades de Bogotá, Colombia. Al adoptar una perspectiva no-metodológica, este estudio recurre a la noción de narrativa para documentar experiencias sobre la pedagogía del lenguaje e inspeccionar cómo las nociones tradicionales pero estáticas de las identidades docentes y la pedagogía del lenguaje se configuran y reconfiguran a través de la práctica pedagógica. Por lo tanto, los hallazgos revelaron que los profesores de inglés cuestionan las construcciones de identidad marginales y hegemónicas mediante la promulgación de su concepción pedagógica. Como resultado, se exponen modos alternativos de ser y hacer como mecanismo para existir y resignificar lo que ha sido la pedagogía del lenguaje en el campo de la enseñanza del idioma inglés.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[teacher identity]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[narrative research]]></kwd>
<kwd lng="pt"><![CDATA[identidade docente]]></kwd>
<kwd lng="pt"><![CDATA[linguagem]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa narrativa]]></kwd>
<kwd lng="es"><![CDATA[identidad docente]]></kwd>
<kwd lng="es"><![CDATA[lenguaje]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[investigación narrativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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