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Maria Alba Barahona Duran

Profesora Asociada

Pontificia Universidad Católica de Chile

Santiago, Chile

Líneas de Investigación


Desarrollo de agencia,Formación de profesores de inglés, Teoría histórico-Cultural, formación práctica, didácticas de las lenguas extranjeras

Educación

  •  Education, AUSTRALIAN NATIONAL UNIVERSITY. Australia, 2014
  •  Linguistics, UNIVERSIDAD DE CHILE. Chile, 2005
  •  Profesor de Inglés, UNIVERSIDAD METROPOLITANA DE CIENCIAS DE LA EDUCACION. Chile, 1993

Experiencia Académica

  •   Profesora Asociada Full Time

    PONTIFICIA UNIVERSIDAD CATOLICA DE VALPARAISO

    Instituto Literatura y Ciencias del Lenguaje

    Viña del Mar, Chile

    2017 - 2020

  •   Profesora Asociada Full Time

    PONTIFICIA UNIVERSIDAD CATOLICA DE CHILE

    Educación

    Santiago, Chile

    2020 - A la fecha

Experiencia Profesional

  •   Investigadora Full Time

    Pontificia Universidad Católica de Valparaiso

    Valparaíso, Chile

    2015 - 2017

  •   Profesora Asociada Full Time

    Universidad Católica de Chile

    Santiago, Chile

    2020 - A la fecha

Formación de Capital Humano


Gracias a beca Chile (2009), pude realizar un doctorado en la la Universidad Nacional Australiana.

El año 2014 gané un concurso PAI Nº 82140007 y volví a Chile a insertarme en la Universidad Católica de Valparaíso. El año 2017 gané concurso FONDECYT iniciación proyecto Nº 11170340


Difusión y Transferencia


A través de seminarios, talleres y conferencias, he realizado difusión y diseminación de los resultados de las investigaciones realizadas.


Premios y Distinciones

  •   Fellow of The Higher Education Academy

    The higher education academy

    Reino Unido, 2014

    This is to certify that Maria Barahona Duran has achieved the status of Fellow of The Higher Education Academy in recognition of attainment against the UK Professional Standards Framework for teaching and learning support in higher education.


 

Article (19)

Analysing preservice teachers? enactment of the UDL framework to support diverse students in a remote teaching context

Barahona, Malba; David, Viviana; Reyes, Jose; Ibaceta-Quijanes, Ximena

Article ISI
SYSTEM  (2023)

Balancing being a 'good teacher' and a 'motivating teacher of English': Analysing the sense of professional responsibility of pre-service EFL teachers

Barahona, Malba

Article ISI
LANGUAGE TEACHING RESEARCH  (2023)

Globalising or assimilating? Exploring the contemporary function of regionalised global university rankings in Latin America

Barahona, Malba

Article ISI
HIGHER EDUCATION  (2023)

Making research (more) real for future teachers: a classroom-based research model for initial teacher education

Barahona, Malba

Article ISI
EDUCATIONAL ACTION RESEARCH  (2023)

Pedagogy of resistance: against manufactured ignorance

Barahona, Malba

Article ISI
EDUCATIONAL REVIEW  (2023)

Becoming and Being a TESOL Teacher Educator



Article ISI
BECOMING AND BEING A TESOL TEACHER EDUCATOR  (2022)

Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility

Barahona, Malba

Article ISI
TEACHERS AND TEACHING  (2022)

Exploring Chilean EFL Student Teachers' Development of Teacher Identity Through Perezhivanie

Barahona, Malba; Toledo-Sandoval, Flor

Article ISI
JOURNAL OF LANGUAGE IDENTITY AND EDUCATION  (2022)

"It is impossible to teach English in English": Preservice teachers' struggles to facilitate L2 comprehensibility in English

Barahona, Malba; Delaporte-Raurich, Catalina

Article ISI
TESOL JOURNAL  (2021)

Developing Expertise Through Experience

Barahona, Malba

Article ISI
ELT JOURNAL  (2021)

Exploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context

Barahona, Malba

Article ISI
LANGUAGE TEACHING RESEARCH  (2021)

The potential of translanguaging as a core teaching practice in an EFL context

Barahona, Malba

Article ISI
SYSTEM  (2020)

Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile

Barahona, Malba

Article WOS-ESCI
COLOMBIAN APPLIED LINGUISTICS JOURNAL  (2019)

Neither Fish nor Fowl: the Contested Identity of Teachers of English in an EFL Context

Ibaceta-Quijanes X.

Article ISI SCOPUS
RELC Journal  (2019)

Team-teaching as an Alternative Model for Practice-based English Language Teacher Education: A Case Study in Chile [La enseñanza en equipo como un modelo alternativo en la formación práctica de profesores de inglés: Un estudio de caso en Chile]

Ibaceta X.

Article SCOPUS
Ikala  (2019)

What matters to supervisors and is this reflected in what they do? Analysing the work of university supervisors of the practicum



Article ISI SCOPUS
JOURNAL OF EDUCATION FOR TEACHING  (2019)

Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs

Barahona, M

Article SCOPUS
Educational Action Research  (2018)

Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration

Barahona, M

Article WOS-ESCI
AUSTRALIAN JOURNAL OF TEACHER EDUCATION  (2017)

Challenges and accomplishments of ELT at primary level in Chile=> Towards the aspiration of becoming a bilingual country

Barahona, M.

Article
Education Policy Analysis Archives  (2016)

BookSection (2)

Empowering Student-Teachers to Become Highly Capable English Language Educators

Benitez, Ricardo

BookSection
 (2020)

Trends in Teacher Development Programs.



BookSection
 (2018)

BookWhole (1)

English language teacher education in Chile: A cultural historical activity theory perspective

Barahona, M

BookWhole SCOPUS
English Language Teacher Education in Chile: A Cultural Historical Activity Theory Perspective  (2015)

Proyecto (3)

Developing and enacting knowledge for teaching English



Proyecto
 (2017)

Improving collaboration between universities and schools to more effectively support EFL pre-service teachers

PFCHA (82140007)

Proyecto
2015-2017
Investigador(a)

TELL Grant

The Australian University (Vice Chancellor's Teaching Enhancement Grants)

Proyecto
2013-2014
Coinvestigador(a)

22
Maria Barahona

Profesora Asociada

Didáctica

Pontificia Universidad Católica de Chile

Santiago, Chile

4
Stephen Darwin

Profesor Asociado

Educación

Universidad Alberto Hurtado

Santiago, Chile