The research study shows how pedagogical practicum is conceived, and how student-teachers are constructed as language teachers, within the discourses spoken in the initial meetings and institutional documents of pedagogical practicum in an English language teaching undergraduate program in Bogota, Colombia. The discourses were analyzed under the principles of ethnography of communication and linguistic ethnography. This study affords insights into a contributory conception of pedagogical practicum and into an institutional image and a teacher’s figure of student-teachers. Pedagogical practicum contains several academic, professional, and experiential aspects that configure this space with established (pre-) requisites, tasks, and roles for student-teachers; these aspects in turn start constructing these individuals with particular manners of must-be and must-do.

This paper describes the results of the first cycle of a co-joint research study in methodological innovation in the initial education of pre-service language teachers. The experience consisted of the implementation of several learning strategies mediated by different ICT tools. These strategies were used by three teachers, in three different academic spaces of a B.A. in Spanish and Foreign Languages during the second semester of 2018. The purpose of this implementation was to examine the value of ICT-mediated learning strategies and gaining insights into how to integrate ICTs with a process of pedagogical and methodological innovation. The results of the data analysis, which were collected through a qualitative-quantitative survey, indicate that the integration of strategies mediated by ICTs seems to be essential for methodological and pedagogical innovation because they promote the development of collaborative and cooperative learning, foster autonomy and self-directed learning. Besides, these strategies also provide a range of possibilities for bolstering the development of the capacity of agency pre-service teachers.