DOI:
https://doi.org/10.14483/22487085.21929Published:
2024-12-05Issue:
Vol. 26 No. 2 (2024): CALJ : july-decemberSection:
Research ArticlesDiscourse, Knowledge, and Practice
Re-examining the Colombian English Language Teacher Practicum and Student-Teacher Constitution
El discurso, el saber y la práctica
Keywords:
discurso, EFL, saber, práctica pedagógica, formación de docentes, programas de pregrado (es).Keywords:
discourse, EFL teacher education, knowledge, teaching practicum, student-teachers, Language teacher preparation programs (en).Downloads
Abstract (en)
This article presents the findings of a three-stage qualitative study examining how English language teacher education in Colombia conceives its teaching practicum and student-teachers. Insights emerged from three key sources: English language student-teachers’ autoethnographies, Colombian-authored scholarly articles, and undergraduate programs’ relevant institutional documents. We analyzed each source using tailored methodologies: narrative analysis, epistemic discourse analysis, and documentary analysis. The findings reveal that the practicum is understood by three points of convergence: foundation, knowledge, and practice. This framework defines English language student-teachers by their discourse, knowledge, and practice. The study highlights that the teaching practicum is a pivotal space where student-teachers apply language education discourses and their knowledge in practice. Reflecting on how English language student-teachers are formed and how the practicum is conceived has prompted the undergraduate programs and the community to advocate for a transformation from a theoretical approach to a more flexible, experience-based approach.
Abstract (es)
Este artículo presenta los hallazgos de un estudio cualitativo de tres etapas que examina cómo se conciben la práctica pedagógica y los docentes en formación en la educación de profesores de inglés en Colombia. Usamos tres fuentes de información para explorar esta concepción: auto etnografías de docentes en formación, artículos de autoría colombiana y documentos institucionales de los programas de pregrado correspondientes. Se utilizó una metodología de análisis de datos para cada fuente de información: análisis narrativo, análisis epistémico del discurso y análisis documental. Los hallazgos indican que la práctica pedagógica se configura a partir de tres puntos convergentes: fundamento, conocimiento y práctica. Esta configuración define a los docentes en formación en lengua inglesa por discurso, conocimiento y práctica. El estudio resalta que la práctica pedagógica se ha concebido como un espacio donde dichos docentes en formación ponen en práctica sus discursos y conocimientos sobre la educación de lenguas. La reflexión sobre su formación de docentes y la práctica pedagógica ha llevado a los programas de pregrado y a la comunidad académica, en general, a proclamar una transformación desde un enfoque teórico hacia una experiencia más flexible y contextual.
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