Perfil de la Investigación Académica sobre las Identidades de los Profesores de Idiomas
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Dentro del campo de la enseñanza del inglés como segunda lengua (TESOL, por sus siglas en inglés), la identidad de maestros y maestras de lenguas (LTI, por su abreviatura en inglés) ha sido un objeto de investigación en las últimas dos décadas. Los investigadores necesitamos retroceder para poder avanzar, es un paso esencial hacia una comprensión integral de lo que se ha hecho en la investigación sobre LTI . Este artículo de revisión teórica proporciona un estudio general de la literatura sobre los enfoques conceptuales de cómo se define y percibe la identidad en el contexto de la historia reciente. Luego, sigue un análisis de las tendencias dominantes en los estudios recientes sobre la identidad de los profesores de idiomas para perfilar qué, por qué, cuándo y quién constituyen los trabajos fundamentales en la investigación de LTI mediante la revisión de la literatura académica desde 1975 hasta el presente. Un conjunto de datos recuperado y analizado de Scopus se correlacionó aún más utilizando el software Vantage Point. Los hallazgos no solo revelaron los enfoques conceptuales, las tendencias dominantes y el desarrollo metodológico en la investigación de LTI, sino que también identificaron las áreas poco exploradas en las identidades de docentes transnacionales, las identidades de formadores de docentes y las identidades de docentes en línea, lo que proporcionó implicaciones para futuras direcciones de investigación de identidad de maestros y maestras de lenguas.
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