Published
Learning With Place: Place-Bound Pedagogies in English Teacher Education Practicum Contexts
Aprender con el lugar: pedagogías ligadas al lugar en la práctica de docentes de inglés
DOI:
https://doi.org/10.15446/profile.v28n2.122352Keywords:
Community, Critical place inquiry, Narrative analysis, Pedagogies, Teaching practicum (en)Análisis narrativo, Comunidad, Investigación crítica del lugar, Pedagogías, Práctica docente (es)
This article explores how place-bound pedagogies emerged during the rural teaching practicum of an English student-teacher from a Colombian public university. Drawing on critical place inquiry and a walking-narrative methodology, it maps the network of human and more-than-human actants that shape practice. Classroom approaches initially framed by institutional logics shifted as community life, local knowledge, and interactions redefined teaching. Narrative network analysis revealed a move from curriculum-based delivery to relational, co-constructed learning grounded in rural rhythms, priorities, and disruptions, including armed conflict. Findings highlight place as an active co-author of pedagogy, repositioning teacher education to value place as lived, contested, and co-produced, where English intertwines with practices of care, survival, and community.
Este artículo examina el surgimiento de pedagogías ligadas al lugar en la práctica docente rural de una estudiante de licenciatura en inglés de una universidad pública colombiana. A partir de la indagación crítica del lugar y de una metodología narrativa del caminar, se mapea la red de actantes humanos y más que humanos que configuran la práctica. Los enfoques, inicialmente guiados por lógicas institucionales, se transformaron a través de la vida comunitaria, de los saberes locales y de las interacciones. El análisis narrativo en red evidencia un tránsito hacia aprendizajes relacionales y co-construidos, situados en ritmos rurales y en tensiones, incluida la del conflicto armado. Los hallazgos posicionan el lugar como coautor de la pedagogía y llaman a modelos formativos que lo reconozcan como vivido, disputado y coproducido.
References
Aguirre-Garzón, E., & Ubaque-Casallas, D. (2022). Mentoring language student-teachers: A narrative perspective to mentors’ experiences from borders and cracks. Profile: Issues in Teachers’ Professional Development, 24(2), 133–147. https://doi.org/10.15446/profile.v24n2.93096
Aristizábal, L. A., & Ávila, A. I. (2024). Actions that build peace from the voices of teachers affected by the armed conflict in Colombia. Social Sciences, 13(11), 597. https://doi.org/10.3390/socsci13110597
Beach, D. (2018). Structural injustices in Swedish education: Academic selection and educational inequalities. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-95405-9
Boonmoh, A., & Kamsa-ard, T. (2023). Pre-service EFL teachers’ anxiety regarding the online teaching practicum during the COVID-19 pandemic: Thailand case study. TESL-EJ, 27(1), 1–25. https://doi.org/10.55593/ej.27105a5
Butler, A., & Sinclair, K. A. (2020). Place matters: A critical review of place inquiry and spatial methods in education research. Review of Research in Education, 44(1), 64–96. https://doi.org/10.3102/0091732X20903303
Coronado-Rodríguez, C. C., Aguilar-Peña, L. F., & Jaime-Osorio, M. F. (2022). A task-based teacher development program in a rural public school in Colombia. HOW, 29(1), 64–83. https://doi.org/10.19183/how.29.1.640
Deumert, A., & Makoni, S. (Eds.). (2023). From southern theory to decolonizing sociolinguistics: Voices, questions and alternatives. Multilingual Matters. https://doi.org/10.2307/jj.22679664
Duque Salazar, D. M., Tangarife Loaiza, M. A., & Velásquez Hoyos, A. P. (2024). Interculturality in Latin American rural bilingual education: A systematic literature review. Profile: Issues in Teachers’ Professional Development, 26(2), 199–215. https://doi.org/10.15446/profile.v26n2.109822
Escobar, A. (2018). Designs for the pluriverse: Radical interdependence, autonomy, and the making of worlds. Duke University Press. https://doi.org/10.1215/9780822371816
Escobar, A. (2025). Hilos del pensamiento crítico: cultura, ecología, posdesarrollo, pluriverso y transiciones. CLACSO.
Escobar, A., Osterweil, M., & Sharma, K. (2020). Relationality: An emergent politics of life beyond the human. Bloomsbury Publishing.
Fandiño-Parra, Y. J., Muñoz-Barriga, A., & Barbosa-Hernández, S. P. (2025). Review of English teaching in rural areas in Colombia: Challenges, setbacks, and lessons learned. HOW, 32(2), 149–168. https://doi.org/10.19183/how.32.2.854
Feldman, M. S., & Almquist, J. (2012). Analyzing the implicit in stories. In J. A. Holstein & J. F. Gubrium (Eds.), Varieties of narrative analysis (pp. 207–228). SAGE Publications. https://doi.org/10.4135/9781506335117.n10
Kanat-Mutluoğlu, A., & Balaman, U. (2023). The use of video-enhanced observation in video-mediated post-observation conversations on pre-service EFL teachers’ online practicum teaching. System, 118, 103151. https://doi.org/10.1016/j.system.2023.103151
Kelly, D., & Pelech, S. (2019). A critical conceptualization of place-conscious pedagogy. European Journal of Curriculum Studies, 5(1), 732–741.
Lastra, S. P., Acosta, D., & Durán, N. C. (2018). Community-based pedagogy as an eye-opening experience for pre-service teachers’ initial connections with the school curriculum. Colombian Applied Linguistics Journal, 20(2), 196–209. https://doi.org/10.14483/22487085.13047
Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford University Press. https://doi.org/10.1093/oso/9780199256044.001.0001
López Ramírez, L. R. (2006). Ruralidad y educación rural. Referentes para un programa de educación rural en la Universidad Pedagógica Nacional. Revista Colombiana de Educación, (51). https://doi.org/10.17227/01203916.7687
Lucero, E., & Cortés-Ibañez, A. M. (2021). Pedagogical practicum and student-teachers discursively conceived in an ELT undergraduate program. Profile: Issues in Teachers’ Professional Development, 23(2), 183–198. https://doi.org/10.15446/profile.v23n2.89212
Lucero, E., Gamboa-González, Á. M., & Cuervo-Alzate, L. V. (2024). The conception of student-teachers and the pedagogical practicum in the Colombian ELT field. Profile: Issues in Teachers’ Professional Development, 26(1), 169–184. https://doi.org/10.15446/profile.v26n1.105139
Macías-Villegas, D. F., & Hernández-Varona, W. (2023). Pre-service teachers’ experiences in constructing and redefining their conceptions of language teaching. Folios, (57), 19–35. https://doi.org/10.17227/folios.57-12985
Martínez-Herrera, L. A., Berón-Ospina, A. A., & Medrano-Benavides, J. L. (2024). Miedo, impunidad y resistencias: disputas por las memorias sociales del conflicto armado en el departamento del Risaralda, Colombia (1948-2023). Historia y sociedad, (47), 22–48. https://doi.org/10.15446/hys.n47.113996
Mignolo, W. D. (2011). The darker side of western modernity: Global futures, decolonial options. Duke University Press. https://doi.org/10.1215/9780822394501
Montoya de la Cruz, G., Valencia Arcila, L. C., Vargas López, L. V., García Palacio, J. D., Franco Montoya, J. C., & Calderón Serna, H. (2022). Ruralidad, educación rural e identidad profesional de maestras y maestros rurales. Praxis & Saber, 13(34), e13323. https://doi.org/10.19053/22160159.v13.n34.2022.13323
Murcia-Yalí, J. H. (2024). Retos para potenciar el inglés en la primaria rural colombiana. Pedagogía y Saberes, (60), 175–191. https://doi.org/10.17227/pys.num60-19011
O’Neill, M., & Roberts, B. (2020). Walking methods: Research on the move. Routledge. https://doi.org/10.4324/9781315646442
Ortiz García, W. R., & Contreras Pinilla, A. M. (2023). Teaching English in the Colombian rural: Normalistas superiores challenges and experiences. Enletawa Journal, 16(2), 1–31. https://doi.org/10.19053/2011835X.16352
Pentland, B. T., & Feldman, M. S. (2007). Narrative networks: Patterns of technology and organization. Organization Science, 18(5), 781–795. https://doi.org/10.1287/orsc.1070.0283
Pinzón Capador, S. V., & Guerrero Nieto, C. H. (2018). Living the teaching practicum within dichotomies: The story from within when implementing ICTs in the English language classroom. HOW, 25(2), 69–89. https://doi.org/10.19183/how.25.2.459
Posada-Ortiz, J. (2022). English language preservice teachers’ identity construction within academic and other communities. Profile: Issues in Teachers’ Professional Development, 24(1), 247–260. https://doi.org/10.15446/profile.v24n1.93110
Pulgarín Rodríguez, M. A., Gallego Hurtado, A. F., Mondéjar Rodríguez, J. J., & Ríos Serna, A. H. (2024). Análisis de las prácticas educativas situadas en el contexto rural en el marco del Modelo de Escuela Nueva y didáctica multigrado en Colombia. Amauta, 22(43), 73–89. https://doi.org/10.15648/am.43.2024.4114
Qin, Y. (2018). A relational theory of world politics. Cambridge University Press. https://doi.org/10.1017/9781316869505
Quintero, L. M., & Clavijo Olarte, A. (2023). Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum. F1000Research, 12, 1264. https://doi.org/10.12688/f1000research.133704.1
Ramos Holguín, B., & Aguirre Morales, J. (2016). English language teaching in rural areas: A new challenge for English language teachers in Colombia. Cuadernos de Lingüística Hispánica, (27), 209–222. https://doi.org/10.19053/0121053X.4217
Roach, P. (2009). English phonetics and phonology: A practical course (4th ed.). Cambridge University Press.
Rodríguez Hernández, B. A., & Cano Ruíz, A. (2025). Dossier: educación multigrado en territorios rurales. Revista Iberoamericana de Educación Rural, 3(5), 1–3. https://doi.org/10.48102/riber.v3i5.126
Salazar Jaramillo, P., & Espejo Malagon, Y. (2019). Teaching EFL in a rural context through place-based education: Expressing our place experiences through short poems. European Journal of Sustainable Development, 8(3), 73. https://doi.org/10.14207/ejsd.2019.v8n3p73
Shah, W. A., Pardesi, H. Y., & Memon, T. (2024). Neoliberalizing subjects through global ELT programs. TESOL Quarterly, 58(2), 693–725. https://doi.org/10.1002/tesq.3242
Sharkey, J., Clavijo Olarte, A., & Ramírez, L. M. (2016). Developing a deeper understanding of community-based pedagogies with teachers: Learning with and from teachers in Colombia. Journal of Teacher Education, 67(4), 306–319. https://doi.org/10.1177/0022487116654005
Tuck, E., & McKenzie, M. (2015). Place in research: Theory, methodology, and methods. Routledge. https://doi.org/10.4324/9781315764849
Ubaque-Casallas, D. F., Aguirre-Garzón, E. A., Molina-Ríos, J. A., & Salazar-Sierra, A. M. (2025). English language pedagogization: A territory-based approach to student-teachers’ epistemologies. Revista Colombiana de Educación, (96), e20384. https://doi.org/10.17227/rce.num96-20384
Vanegas Álvarez, B. E., & Martínez Herrera, L. A. (2025). Entre el desarrollo, la necropolítica y la “limpieza social”. El caso tipo de la ciudad de Pereira, Colombia. European Public & Social Innovation Review, 10, 1–19. https://doi.org/10.31637/epsir-2025-1237
Varela, F. J., Thompson, E., & Rosch, E. (2016). The embodied mind: Cognitive science and human experience (Rev. ed.). MIT Press. https://doi.org/10.7551/mitpress/9780262529365.001.0001
Vera, N. (2025). La educación rural en Colombia: retos y oportunidades. Línea Imaginaria, 1(22), 204–232. https://doi.org/10.56219/lneaimaginaria.v1i22.4180
Williams, T. T. (2001). Red: Passion and patience in the desert. Pantheon Books.
Dimensions
PlumX
Article abstract page views
Downloads
How to Cite
License
Copyright (c) 2026 Diego Ubaque-Casallas
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
