Published

2020-01-01

English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects

Estudiantes de licenciatura desarrollando agencia a través de proyectos de pedagogía basados en la comunidad

DOI:

https://doi.org/10.15446/profile.v22n1.76925

Keywords:

Agency development, community-based pedagogy, narrative inquiry, pre-service teachers of English (en)
desarrollo de agencia, estudiantes de licenciatura en inglés, investigación narrativa, pedagogía con base en la comunidad (es)

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Authors

  • Wilson Hernández Varona Universidad Surcolombiana
  • Daniel Felipe Gutiérrez Álvarez Universidad Surcolombiana
This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. Our goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, we acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities’ necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.

Este artículo presenta un estudio de investigación narrativa sobre el desarrollo de agencia en estudiantes de un programa de licenciatura en inglés en una universidad pública en Colombia. Nuestro objetivo es comprender cómo los estudiantes de esta licenciatura desarrollan agencia al investigar narrativamente su comunidad, planificando y dirigiendo proyectos de pedagogía basados en la comunidad y sobre temas que ellos decidieron investigar. Los datos se recopilaron a través de entrevistas semiestructuradas con grupos focales, registros individuales en diarios y charlas videograbadas sobre sus investigaciones. Como conclusión, reconocemos que ciertas prácticas sociales y narrativas tales como interactuar en sus grupos de investigación, interactuar con sus comunidades, expresar las necesidades de sus comunidades, y actuar sobre las necesidades investigadas, facilitaron el desarrollo de agencia.

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How to Cite

APA

Hernández Varona, W. & Gutiérrez Álvarez, D. F. (2020). English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects. Profile: Issues in Teachers’ Professional Development, 22(1), 109–122. https://doi.org/10.15446/profile.v22n1.76925

ACM

[1]
Hernández Varona, W. and Gutiérrez Álvarez, D.F. 2020. English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects. Profile: Issues in Teachers’ Professional Development. 22, 1 (Jan. 2020), 109–122. DOI:https://doi.org/10.15446/profile.v22n1.76925.

ACS

(1)
Hernández Varona, W.; Gutiérrez Álvarez, D. F. English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects. Profile: Issues Teach. Prof. Dev. 2020, 22, 109-122.

ABNT

HERNÁNDEZ VARONA, W.; GUTIÉRREZ ÁLVAREZ, D. F. English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 22, n. 1, p. 109–122, 2020. DOI: 10.15446/profile.v22n1.76925. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/76925. Acesso em: 13 mar. 2026.

Chicago

Hernández Varona, Wilson, and Daniel Felipe Gutiérrez Álvarez. 2020. “English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects”. Profile: Issues in Teachers’ Professional Development 22 (1):109-22. https://doi.org/10.15446/profile.v22n1.76925.

Harvard

Hernández Varona, W. and Gutiérrez Álvarez, D. F. (2020) “English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects”, Profile: Issues in Teachers’ Professional Development, 22(1), pp. 109–122. doi: 10.15446/profile.v22n1.76925.

IEEE

[1]
W. Hernández Varona and D. F. Gutiérrez Álvarez, “English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects”, Profile: Issues Teach. Prof. Dev., vol. 22, no. 1, pp. 109–122, Jan. 2020.

MLA

Hernández Varona, W., and D. F. Gutiérrez Álvarez. “English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects”. Profile: Issues in Teachers’ Professional Development, vol. 22, no. 1, Jan. 2020, pp. 109-22, doi:10.15446/profile.v22n1.76925.

Turabian

Hernández Varona, Wilson, and Daniel Felipe Gutiérrez Álvarez. “English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects”. Profile: Issues in Teachers’ Professional Development 22, no. 1 (January 1, 2020): 109–122. Accessed March 13, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/76925.

Vancouver

1.
Hernández Varona W, Gutiérrez Álvarez DF. English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects. Profile: Issues Teach. Prof. Dev. [Internet]. 2020 Jan. 1 [cited 2026 Mar. 13];22(1):109-22. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/76925

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CrossRef citations9

1. Cindy Valdelamar González, Luzkarime Calle-Díaz. (2023). Teachers’ Agency Development When Adapting the Colombian English Suggested Curriculum for High School. Profile: Issues in Teachers' Professional Development, 25(2), p.201. https://doi.org/10.15446/profile.v25n2.104627.

2. Amparo Clavijo-Olarte. (2021). Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda. HOW, 28(3), p.47. https://doi.org/10.19183/how.28.3.680.

3. Jhon Eduardo Mosquera Pérez, Flor Angela Hurtado Torres, Daniel Elias Pérez Diaz. (2023). English Language Teacher Researcher Identity Construction: A Collaborative Autoethnography. GIST – Education and Learning Research Journal, 26 https://doi.org/10.26817/16925777.1544.

4. Luz Mary Quintero, Amparo Olarte Clavijo. (2023). Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum. F1000Research, 12, p.1264. https://doi.org/10.12688/f1000research.133704.1.

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6. Diego Fernando Macías Villegas, Wilson Hernández Varona, Angélica Gutiérrez Sánchez. (2020). Student teachers’ identity construction: A socially-constructed narrative in a second language teacher education program. Teaching and Teacher Education, 91, p.103055. https://doi.org/10.1016/j.tate.2020.103055.

7. Agrippa Madoda Dwangu, Vimbi Petrus Mahlangu. (2021). Accountability in the financial management practices of school principals. International Journal of Educational Management, 35(7), p.1504. https://doi.org/10.1108/IJEM-06-2021-0243.

8. Jhon Eduardo Mosquera Pérez. (2022). CLIL in Colombia: Challenges and Opportunities for its Implementation.. GIST – Education and Learning Research Journal, 24, p.7. https://doi.org/10.26817/16925777.1347.

9. Jhon Eduardo Mosquera-Pérez, Jhon Jairo Losada-Rivas. (2022). EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students. Profile: Issues in Teachers' Professional Development, 24(2), p.47. https://doi.org/10.15446/profile.v24n2.91744.

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Copyright (c) 2020 Wilson Hernández Varona, Daniel Felipe Gutiérrez Álvarez

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