From Utopia to Reality: Trans-Formation of Pedagogical Knowledge in English Language Teacher Education

Published

2019-01-01

De la utopía a la realidad: transformación del conocimiento pedagógico en la formación del profesorado de lengua inglesa

Keywords:

Formative research, initial language teacher education, language education innovation, language pedagogical knowledge, language pedagogy (en)
conocimiento pedagógico del lenguaje, formación inicial docentes de idiomas, innovación en la enseñanza de idiomas, investigación formativa, pedagogía del lenguaje (es)

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Authors

Álvaro Hernán Quintero Polo Universidad Distrital Francisco José de Caldas https://orcid.org/0000-0002-0315-8802

Abstract (en)
Abstract (es)

In this article the author reports on a study of some English language student-teachers’ trans-formations of knowledge about language education. The question that guided the study was: How are English language student-teachers’ formative pedagogical and research experiences portrayed in a transformative and critical outlook for initial teacher education? Reflections, perceptions, and conceptions served as data and were collected by means of diaries, interviews, and degree projects or monographs. From the analysis of data, two main themes emerged: “Going Back and Forth from Utopia to Reality” and “EFL Student-Teachers as Novice Critical Researchers”. A conclusion was that the participants’ trans-formations mediated by pedagogical and research agendas represented alternatives with high levels of sensitivity towards socially associated issues in language education.

Este artículo reporta acerca de la transformación de conocimiento de la enseñanza de idiomas de unas futuras docentes de lengua inglesa. La pregunta de investigación fue ¿Qué caracteriza las experiencias pedagógicas e investigativas de futuros docentes de inglés desde una perspectiva transformadora y crítica para la formación de profesores? Los datos fueron reflexiones, percepciones y concepciones. Los instrumentos fueron diarios, entrevistas y trabajos de grado o monografías. Dos temas surgieron del análisis: “Ir y venir de la utopía a la realidad” y “Futuros docentes de la lengua inglesa como investigadores novatos críticos”. Como conclusión está que las transformaciones de los participantes, mediadas por agendas pedagógicas e investigativas, representaron alternativas con sensibilidad hacia temas socialmente asociados con la enseñanza de idiomas.

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