<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732018000200091</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Identidad profesional de profesores jóvenes de lengua inglesa. El caso de la Universidad Autónoma de Tamaulipas]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional identity in novice English language teachers: The case of Universidad Autónoma de Tamaulipas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trejo Guzmán]]></surname>
<given-names><![CDATA[Nelly Paulina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mora Vázquez]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>77</numero>
<fpage>91</fpage>
<lpage>116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732018000200091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732018000200091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732018000200091&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo analiza la construcción de las identidades profesionales de un grupo de profesores jóvenes de lengua inglesa de una universidad pública del noreste de México. El análisis se presenta en el contexto de la vinculación de un programa de licenciatura en lingüística aplicada y un centro de lenguas de la misma institución. Mediante un estudio de caso que incluye la combinación de historias de vida y análisis de documentos, el artículo destaca la relación entre las experiencias vividas en sus contextos personales, académicos y profesionales y sus identidades profesionales. Los resultados muestran la manera en que las transiciones académicas, el vínculo con la lengua inglesa, los programas de formación profesional y la cultura profesional en el entorno laboral de los participantes interactúan para impactar en la formación de su identidad profesional. Se presentan las implicaciones que los resultados tienen para los formadores de profesores, creadores de políticas e investigadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper analyzes the process of identity construction experienced by a group of beginner teachers of English working at a public university in Northeastern Mexico. In order to achieve this objective, a case study that includes the combination of life histories and document analysis is used. The analysis of the collected evidence shed light on the existing relationship between the participants lived experiences in their personal, educational and professional contexts as well as their professional identities. The results show the way in which different factors such as their educational transitions, their identification with the English language, their learning experiences in their teacher training programs, and the professional culture that prevails in their teaching context both interact and shape their professional identities and sense of belonging to the institution. The paper concludes with a discussion on the uncover implications for teacher training, policy making and research.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Desarrollo del profesor]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[identidad docente]]></kwd>
<kwd lng="es"><![CDATA[lingüística aplicada]]></kwd>
<kwd lng="en"><![CDATA[Teacher improvement]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teacher identity]]></kwd>
<kwd lng="en"><![CDATA[applied linguistics]]></kwd>
</kwd-group>
</article-meta>
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