Malba Barahona

Biographic Data

ID4621487
NAMEMalba Barahona
GIVEN NAMESMalba
FAMILY NAMEBarahona
SIGNATUREBARAHONA M
AFFILIATIONSPontificia Universidad Católica de Chile
ORCID0000-0003-4587-5794
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS7
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2019
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Analysing the professional identity and discursive positioning of English language teacher educators

    Open AccessMalba Barahona, Ximena Ibaceta-Quijanes et al.ARTICLETeaching and Teacher Education2026References: 11

  • Do EFL Teacher Educators “Practice What They Preach”? Tensions in the Situated Teaching Practices of EFL Teacher Educators

    Open AccessMalba Barahona, Stephen Darwin et al.ARTICLETESOL Quarterly2025Cited by: 2References: 33

    This study investigates how English language teacher educators (LTEs) teach and what influences their classroom practices in an English as a Foreign Language (EFL) context in Chile. The research focused on 13 LTEs from two major EFL teacher preparation programs and used Cultural Historical Activity Theory (CHAT) to analyze their methods. Through classroom observations, interviews, and pedagogical artifacts, the study revealed a significant gap be…

  • Chilean EFL student teachers and social justice

    Malba Barahona, Ximena Ibaceta‐Quijanes et al.ARTICLETeachers and Teaching2024

    Professional pedagogical responsibility (PPR) for teachers does not only mean to meet deadlines or attend meetings, but also to be conscious of how their actions can contribute to challenging inequities in society. Thus, it is imperative that teachers of English embrace the responsibility of teaching English as a tool to promote social justice. This article reports on a qualitative study to understand how seven pre-service teachers developed a se…

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

    Open AccessStephen Darwin, Malba BarahonaARTICLEHigher Education2024

    Global university rankings (GUR) have become increasingly influential as a proxy measure of higher education quality. The more recent development of regionalised forms of rankings has increased their global reach, drawing a greatly expanded range of institutions into their orbit. As a result, regionalised GUR have developed an increasing potential power to shape social perceptions, institutional actions, and everyday academic practices. In this p…

  • Making research (more) real for future teachers

    Stephen Darwin, Malba BarahonaARTICLEEducational Action Research2023

    Action research is characteristically used to provide research experience for late-stage, pre-service teachers as a means of breaching the perceived divide between theoretical knowledge and contexts of practice. However, aside from the considerable methodological challenges of enacting action research itself, pre-service teachers also enter schools as ‘outsiders’, therefore often simultaneously struggling to make sense of both their research miss…

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

    Open AccessMalba Barahona, Viviana David et al.ARTICLESystem2023References: 3

  • Exploring Chilean EFL Student Teachers’ Development of Teacher Identity Through Perezhivanie

    Malba Barahona, Flor Toledo-SandovalARTICLEJournal of Language Identity &…2022Cited by: 2References: 10

    This study was designed to understand the multi-layered aspects and conflicts that shaped the identity development of English language pre-service teachers in Chile. This longitudinal, multiple case study research investigated the identity trajectories of seven EFL Chilean pre-service teachers over an 18-month period. Data were drawn from a range of sources, including semi-structured interviews, analysis of recorded lessons, and pedagogical artef…

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

    Open AccessMalba BarahonaARTICLESystem2020Cited by: 3References: 5

  • Enseñanza en equipo como un modelo alternativo en la formación práctica de profesores de inglés

    Open AccessMalba Barahona, Ximena IbacetaARTICLEÍkala Revista de Lenguaje y Cultura2019References: 13

    En las últimas décadas la integración de prácticas progresivas se ha convertido en una tendencia mundial en la formación inicial de profesores de inglés como lengua extranjera. En este contexto, se observa una necesidad de explorar modelos alternativos que permitan el desarrollo de prácticas reflexivas y colaborativas. Esta investigación explora el modelo de enseñanza en equipo como un modelo alternativo en la formación práctica de profesores de …