Pre-Service English Teachers’ Voices About the Teaching Practicum

Castañeda-Trujillo, Jairo Enrique; Aguirre-Hernández, Ana Jackelin

doi:10.19183/how.25.1.420

Cited by 46 publications

(36 citation statements)

References 46 publications

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“…In Colombia, the elt community has attempted to understand what is happening within foreign language teacher education programs in relation to teacher identity. Studies in our context indicate language teacher education programs focus on theoretical knowledge, decontextualized practices, and established international standards, at the cost of novice teachers' pre-existing beliefs, experiences, backgrounds, and personalities (Castellanos, 2013;Fajardo, 2014;Quintero, 2016;Suárez & Basto, 2017;Castañeda & Aguirre, 2018). Data from these studies suggest that language teacher education programs have assumed an underlying view of teacher knowledge "that is molecular and fragmented, not designed to develop a holistic view of knowing, doing, or understanding" (Clift & Brady, 2005, p. 310).…”

Section: Introductionmentioning

confidence: 99%

Factors Shaping EFL Preservice Teachers’ Identity Configuration

Buendía-Arias

André-Arenas²,

Rosado³

2020

Íkala

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Preservice EFL teachers face many challenges when developing their practicum. Such an experience shapes their identity and influences the teaching and learning processes. This descriptive case study is about preservice teachers’ identity formation and the factors that shaped their identity configurations during a practicum course offered at a state university in Colombia. Data, collected through interviews, reflective journals, and drawing-derived metaphors were analyzed using thematic analysis. The results identified participants’ value/belief system, personality traits, context, pedagogical decisions, reflective practice, and critical incidents as influential factors in their identity formation process. The findings also revealed that identity can be constructed through the intersection between the different experiences they go through during their practicum and their past and future trajectories. The study suggests that EFL teacher education programs should take explicit pedagogical actions to incorporate the identified factors in their curriculum. This could strengthen EFL preservice teachers’ identity configurations and prepare them better for their future teaching roles.

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Section: Introductionmentioning

confidence: 99%

Factors Shaping EFL Preservice Teachers’ Identity Configuration

Buendía-Arias

André-Arenas²,

Rosado³

2020

Íkala

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“…Commonly known as preservice teachers, studentteachers are those individuals majoring in education to be teachers. elt student-teachers in Colombia are referred to as skilled practitioners with knowledge, wisdom, beliefs, emotions, attitudes, interests, and roles towards teaching (Aguirre-Sanchez, 2014;Castañeda-Trujillo & Aguirre-Hernández, 2018;Castellanos-Jaimes, 2013;Lucero & Roncancio-Castellanos, 2019;Olaya & Gómez-Rodríguez, 2013;Suárez-Flórez & Basto-Basto, 2017).…”

Section: Student-teachersmentioning

confidence: 99%

“…This study corresponds to the second stage of a wider research project that seeks to display how pedagogical practicum (only "practicum" henceforth) serves as a subject to nurture preservice teachers in English language teaching (elt) undergraduate programs in Colombia. 1 The first stage of this project showed valuable insights from mentor teachers (Lucero, 2015) and preservice teachers (Castañeda-Trujillo & Aguirre-Hernández, 2018;Lucero & Roncancio-Castellanos, 2019) about the way they lived the practicum in an elt undergraduate program in Colombia. These insights have led us, now as a research group, to explore the discourses that take place in the communicative events of practicum in varied elt undergraduate programs in the country.…”

Section: Introductionmentioning

confidence: 99%

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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“…In a study about pre-service teachers' levels of reflection, Castañeda-Trujillo and Aguirre-Hernández (2018) found the following:…”

Section: Critical Reflection (Cr)mentioning

confidence: 99%

Pre-Service English Language Teachers’ Levels of Reflectivity during the Process of Identity Construction in Pedagogical Practicum: A Snowball?

Pita-Castro¹,

Castiblanco-Rincón²

2021

HOW

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This research study is about the way pre-service English language teachers’ levels of reflectivity, proposed by Van Manen, give an account of the construction of their identity as language teachers during their pedagogical practicum in a BA program of English Language Teaching at a private university in Bogota, Colombia. This study follows the principles of narrative research to explore the way the participants live their pedagogical practicum experience. Data were collected from the participants’ reflective journals and audio-recorded semi-structured interviews. Findings reveal that pre-service English language teachers possess a level of reflectivity, although they are unaware of it at the beginning of their pedagogical practicum. Thus, their identities as language teachers are constructed depending on the context, the people that are around them, and the specific time; hence, the levels of reflectivity as proposed by Van Manen are set in an incognito manner.

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Pre-Service English Teachers’ Voices About the Teaching Practicum

Cited by 46 publications

References 46 publications

Factors Shaping EFL Preservice Teachers’ Identity Configuration

Factors Shaping EFL Preservice Teachers’ Identity Configuration

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

Pre-Service English Language Teachers’ Levels of Reflectivity during the Process of Identity Construction in Pedagogical Practicum: A Snowball?

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