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Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers
Resignificar la epistemología docente mediante la planificación de clases: un estudio sobre profesores de idiomas en formación
DOI:
https://doi.org/10.15446/profile.v22n2.80687Keywords:
foreign language teaching, lesson planning, student teachers, teacher epistemology, teacher identity, teaching practicum (en)docentes en formación, enseñanza de la lengua extranjera, epistemología docente, identidad docente, planeación de clases, práctica docente (es)
This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons.
Este artículo reporta los resultados de una investigación narrativa con docentes de lenguas en formación de una universidad privada en Bogotá, Colombia, sobre cómo reconfiguran las epistemologías mediante la planeación de clases. Nos propusimos explorar las posibles formas de conocimiento profesional —local y personal— que docentes de lenguas en formación producen cuando planean sus clases de inglés. Empleamos la entrevista de la historia de vida para recopilar información sobre la esencia subjetiva de las experiencias de los participantes en su práctica docente. Los resultados sugieren que la planeación de clases permite a los docentes en formación resignificar ciertas construcciones metodológicas hegemónicas de la enseñanza y el aprendizaje, así como dar forma al conocimiento de sí mismos como docentes en relación con su práctica.
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