Tenured Scholars
Barahona, Malba
Associate Professor
Expert in training teachers of a second language. She has researched how English teachers learn from a sociocultural perspective including their beliefs, motivations, and learning context. Some of her research interests are: social justice, inclusive practices, activity theory, sociocultural theory, among others.
Main areas of study: English teacher training; Identity development and teacher agency; Social justice in teacher training
Education
| Job title | Institution that grants it | Year |
|---|---|---|
| Doctor of Philosophy- Education | Australian National University | 2014 |
| Master in Linguistics mention English language | Universidad de Chile | 2005 |
| Professor of English | Metropolitan University of Educational Sciences | 1993 |
Research Projects
| Year | Type | Name | Role | See more. |
|---|---|---|---|---|
| 2021-2024 | FONDECYT Regular | FONDECYT 1210867 Investigating the development of professional pedagogical responsibility of English language student teachers in Chile | Responsible Investigator | Go to projectlaunch |
| 2021-2023 | FONDECYT Regular | FONDECYT 121 0392 Analyzing the influence of university rankings on institutional practices in Chilean Higher Education | Co-Investigator | Go to projectlaunch |
| 2017-2020 | FONDECYT Initiation | FONDECYT Project Nº 11170340: Developing and enacting knowledge for teaching English in Chile: a study of pre-service teachers' learning trajectories throughout their progressive practicums | Responsible Investigator | |
| 2015-2017 | ANID-PAI | Improving Collaboration between schools and universities to support more effectively pre-service teachers' learning | Responsible Investigator |
Publications
Articles
Author
Year
Title
Magazine
Volume
Pages
DOI
Barahona, M.
2022
The debt of training English teachers in Chile: social justice.
Contexts: Humanities and Social Sciences Studies,
50
Barahona, M., & Toledo-Sandoval, F.
2022
Exploring Chilean EFL student teachers' development of teacher identity through perezhivanie.
Journal of Language, Identity & Education
Barahona, M., & Ibaceta-Quijanes, X.
2022
Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility.
Teachers and Teaching
1-15
Reyes-Rojas, J., & Barahona, M.
2022
Learning to teach in times of COVID: A taxonomy of technological difficulties experienced by students of English pedagogy.
International Journal of Pedagogy and Educational Innovation,
2 (1)
49-72.
Barahona, M., & Darwin, S.
Exploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context.
Language Teaching Research,
13621688211054145.
Darwin, S., & Barahona, M.
Making research (more) real for future teachers: a classroom-based research model for initial teacher education.
Educational Action research
1-17
Barahona, M., & Davin, KJ
A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration.
Profile: Issues in Teachers' Professional Development
23 (1)
181-196
Barahona, M., Delaporte-Raurich, C., & Ibaceta-Quijanes, X.
“It is impossible to teach English in English”: Preservice teachers' struggles to facilitate L2 comprehensibility in English.
TESOLJournal
578
Barahona, M.
The potential of translanguaging as a core teaching practice in an EFL context.
System,
95, 102368
Barahona, M.
Developing and enacting professional pedagogical responsibility: a CHAT perspective.
The European Journal of Applied Linguistics and TEFL
9 (2)
131-152.
Books
Author
Year
Title
Publishing
DOI / URL
Barahona, M.
2016
English Language Teacher Education in Chile: a Cultural Historical Activity Theory Perspective..
Routledge
Arashiro, Z., Barahona, M.
2015
Women in Crossing North–South Borders Academy: Gender, Race, and Displacement.
lexington books
Book chapters
Author
Year
chapter title
Editors
Book Title
Pages
Publishing
DOI/Url
Barahona, M., Glas, K., & Pescara, E.
2021
Toward a practice-based approach in initial English language teacher education: Exploring the contemporary challenges of EFL teacher educators.
Rui Yuan, Icy Lee
Becoming and Being a TESOL Teacher Educator,
187-206
roputledge
Barahona, M., & Benítez, R.
2020
Empowering student-teachers to become highly capable English language educators
Mr. Banegas
Content Knowledge in English Language Teacher Education: International Insights.
Teaching and training of researchers
| Course name | Sigla |
|---|---|
| Teaching & Learning Primary I | EDU 506 |
| Teaching & Learning Primary II | EDU 507 |
| Seminar | A1010 |
| classroom research | A1006 |
| Course name | Sigla |
|---|---|
| Contemporary problems in education | DU4044 |
| Research Practices | EDU 4030 |
| Year | Type | Name | Student |
|---|---|---|---|
| 2022 | Traditional | Development of preservice teachers' literary competence through guided readings on picture books | Gabriel Romero |
Commitment
Management Responsibilities at the Faculty or University
2021 - 2022: Executive Editor of PEL Magazine,
Member of the Ethics Committee for Sciences, Arts and Humanities
2020 – Present: Member of the Curricular Committee of the English pedagogy career for secondary and basic education UC
