Los profesores de Inglés (re)clamando por un cambio en el concepto de formación inicial de profesores

Castañeda-Trujillo, Jairo Enrique

doi:10.19053/2011835x.10381

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…One suggestion is to provide opportunities for student-teachers to analyze their beliefs on the practice of teaching (as both a temporal and spatial system), the global and local ELT field, language assessment, experiential and emotional factors, and professional development (Fandiño-Parra, 2011, 2022Giraldo & Murcia-Quintero, 2018;Londoño-Orozco, 2009;Lucero & Cortés-Ibáñez, 2021). Other suggestions include the implementation of different types of inquiry about language pedagogy, strengthening professionalbased focus in student-teachers, including funds of knowledge provided by the practicum community, and exploring and confronting language teaching ideologies (Aguirre- Morales & Ramos-Holguín, 2011;Barros del Río, 2019;Castañeda-Trujillo, 2019;Frodden & Cardona, 2001;McNulty, 2010;Sarasa, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Based on the reviewed literature, student-teachers are envisioned as subjects with principles, values, convictions, and their own beliefs and conceptions about teaching (Díaz-Quero, 2006). They are also defined as subjects able to analyze, reflect, solve problems, make decisions in the school contexts, be aware of different realities, and transform them through determined actions (Castañeda-Trujillo, 2019;Castellanos-Jaimes, 2013;Durán-Narváez et al, 2017;Méndez-Rivera et al, 2019). Cote-Parra (2012) complements these understandings by claiming that student-teachers must regularly reflect on their teaching performance.…”

Section: Student-teachers In the Colombian Elt Scholarshipmentioning

confidence: 99%

“…Firstly, it is a "space" where knowledge, subjects, institutions, teaching procedures, feelings, beliefs, and experiences about teaching a language are enacted (Castañeda-Trujillo & Aguirre-Hernández, 2018;Fandiño-Parra, 2022;Lucero, 2016). From this view, it is a requisite for student-teachers to demonstrate how they see themselves as teachers (Castañeda-Trujillo, 2019). Secondly, the practicum is not only a process for student-teachers to develop the knowledge and teaching skills that they have acquired throughout their major (Castañeda-Trujillo & Aguirre-Hernández, 2018;Chaves-Varón, 2008;Esteban-Núñez, 2021) but also a process to gain research experience by implementing a small-scale research project (Castellanos-Jaimes, 2013;Fandiño-Parra, 2013;Ríos-Beltrán, 2018).…”

Section: The Practicum In the Colombian Elt Scholarshipmentioning

confidence: 99%

“…Critical thinking and teaching methodologies are the other two demanded topics about ELT and being a teacher. Knowing what critical thinking is and how to develop and exercise it creates reflective future teachers (Castañeda-Trujillo, 2019;Castro-Garcés, 2021;Gutiérrez, 2015;Posada-Ortíz & Garzón-Duarte, 2013). Camargo-Cely (2018) and Granados-Beltrán (2016) additionally emphasize how student-teachers' levels of reflection may cause them to transform their current and future teaching performance.…”

Section: Student-teachers In the Colombian Elt Practicummentioning

confidence: 99%

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The Conception of Student-Teachers and the Pedagogical Practicum in the Colombian ELT Field

Lucero,

Gamboa-González,

Cuervo-Alzate

2024

Profile: Issues Teach. Prof. Dev.

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This article provides an overview of how student-teachers and the pedagogical practicum are conceived in the Colombian English language teaching field. The study reviewed 72 articles in three levels of analysis: extraction of corresponding knowledge, epistemic review, and concatenation of emergent insights. The analysis reveals that student-teachers are conceived as subjects with principles, values, beliefs, responsibilities, and knowledge. Meanwhile, the pedagogical practicum is an academic space, process, and experience constituted by purposes, practical knowledge, and building relationships. This literature review mainly contributes to the field as an invitation to continue revising the foundations of the pedagogical practicum and the kind of student-teachers that this space may develop.

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Section: Discussionmentioning

confidence: 99%

Section: Student-teachers In the Colombian Elt Scholarshipmentioning

confidence: 99%

Section: The Practicum In the Colombian Elt Scholarshipmentioning

confidence: 99%

Section: Student-teachers In the Colombian Elt Practicummentioning

confidence: 99%

See 2 more Smart Citations

The Conception of Student-Teachers and the Pedagogical Practicum in the Colombian ELT Field

Lucero,

Gamboa-González,

Cuervo-Alzate

2024

Profile: Issues Teach. Prof. Dev.

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Facing neoliberalism in education: How English language teachers enact their critical identities

Guerrero‐Nieto,

Castañeda‐Trujillo

2023

TESOL Journal

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In the 1990s, Colombia embraced neoliberalism, and as a result, all public and private institutions and organizations have adhered to its principles. Following this ideology, the national government implemented an educational quality policy intending to standardize processes and measure outcomes to position the country favorably in the global market. These policy actions directly impact schools, further entrenching neoliberalism in education and consequently influencing the practices and identities of teachers. This article centers on the personal experiences of two female English teachers pursuing a master's degree in English teaching. Through semi‐structured narrative interviews and analysis using a narrative‐based analytical framework, the accounts of these teachers reveal the challenges they face due to neoliberal practices, which tend to belittle, exploit, and discredit them. Nevertheless, the narratives also highlight how these teachers overcame their fears and openly expressed their ideas, asserting their critical identities and aligning their actions with the knowledge they gained through their master's studies. Therefore, it can be concluded that despite the disparity between the critical emphasis in teacher education, particularly in public universities, and the expectations placed on educators, the critical identity of these teachers is effectively manifested.

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Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program

Lucero-Babativa¹,

Cortés-Ibañez²

2021

Profile: Issues Teach. Prof. Dev.

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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.

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Los profesores de Inglés (re)clamando por un cambio en el concepto de formación inicial de profesores

Cited by 5 publications

References 10 publications

The Conception of Student-Teachers and the Pedagogical Practicum in the Colombian ELT Field

The Conception of Student-Teachers and the Pedagogical Practicum in the Colombian ELT Field

Facing neoliberalism in education: How English language teachers enact their critical identities

Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program

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