Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program
Práctica pedagógica y docentes en formación concebidos discursivamente en un programa de pregrado en la enseñanza del inglés
DOI:
https://doi.org/10.15446/profile.v23n2.89212Keywords:
Discourse, initial teacher education, pedagogical practicum (en)Discurso, formación inicial docente, práctica pedagógica (es)
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.
El presente estudio muestra cómo la práctica pedagógica se concibe y cómo los docentes en formación se construyen como docentes de idiomas, en los discursos dichos en las reuniones iniciales y en los documentos institucionales de ese espacio, en un programa de pregrado en la enseñanza del inglés en Bogotá, Colombia. Los discursos se analizaron siguiendo los principios de la etnografía de la comunicación y la etnografía lingüística. El estudio presenta como resultado una concepción contributiva de la práctica pedagógica y una imagen institucional con una figura de profesor para los docentes en formación. La práctica pedagógica contiene diferentes aspectos académicos, profesionales y experienciales que configuran este espacio con (pre)requisitos, tareas y roles para los docentes en formación; estos aspectos a su vez empiezan a construir a estos individuos con unas maneras particulares de deber-ser y deber-hacer.
References
Aguirre-Sánchez, I. (2014). Exploring pre-service EFL teachers’ beliefs about their roles in an elementary school classroom in regard to pedagogical and emotional aspects of students. HOW, 21(1), 26–41. https://doi.org/10.19183/how.21.1.13
Camargo-Cely, J. P. (2018). Unveiling EFL and self-contained teachers’ discourses on bilingualism within the context of professional development. HOW, 25(1), 115–133. https://doi.org/10.19183/how.25.1.391
Cameron, D. (2001). Working with spoken discourse. SAGE Publications.
Castañeda-Londoño, A. (2018). Towards the exploration of English language in-service teachers’ ecologies of knowledges. In H. A. Castañeda-Peña (Ed.), ELT local research agendas I (pp. 159–219). Universidad Distrital Francisco José de Caldas.
Castañeda-Londoño, A. (2019). Revisiting the issue of knowledge in English language teaching: A revision of literature. Gist, Education and Learning Research Journal, 18(1), 220–245. https://doi.org/10.26817/16925777.452
Castañeda-Peña, H. (2012). Profiling academic research on discourse studies and second language learning. Colombian Applied Linguistics Journal, 14(1), 9–27. https://doi.org/10.14483/22487085.3810
Castañeda-Peña, H., Rodríguez-Uribe, M., Salazar-Sierra, A., & Chala-Bejarano, P. A. (2016). Narrative events of pre-service teachers at the end of their teaching practicum with regard to their pedagogical advisor: Learnings reported. Signo y Pensamiento, 35(68), 52–64. https://doi.org/10.11144/Javeriana.syp35-68.neps
Castañeda-Trujillo, J. (2019). Los profesores de inglés (re)clamando por un cambio en el concepto de formación inicial de profesores. Enletawa, 12(1), 62–79.
Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-service English teachers’ voices about the teaching practicum. HOW, 25(1), 156–173. https://doi.org/10.19183/how.25.1.420
Castellanos-Jaimes, J. (2013). The role of English pre-service teachers’ beliefs about teaching in teacher education programs. Profile: Issues in Teachers’ Professional Development, 15(1), 195–206.
Chacón-Chacón, A., & Chapetón-Castro, C. M. (2018). Trazos para comunidades discursivas académicas dialógicas y polifónicas: tensiones y desafíos de la lectura y la escritura en la universidad. Signo y Pensamiento, 37(73), 1–13. https://doi.org/10.11144/Javeriana.syp37-73.tcda
Chaves-Varón, O. (2008). Formación pedagógica: la práctica docente en la licenciatura en Lenguas Modernas de la Universidad del Valle. Lenguaje, 36(1), 199–240. https://doi.org/10.25100/lenguaje.v36i1.4865
Clandinin, D. J., Downey, C. A., & Huber, J. (2009). Attending to changing landscapes: Shaping the interwoven identities of teachers and teacher educators. Asia-Pacific Journal of Teacher Education, 37(2), 141–154. https://doi.org/10.1080/13598660902806316
Colombia Aprende. (n.d.). Programa Nacional de Bilingüismo. http://aprende.colombiaaprende.edu.co/es/colombiabilingue/86689
Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. Cambridge University Press.
Dakhiel, M. A. (2017). Essential characteristics of EFL practicum supervisors from their perspective. Universal Journal of Educational Research, 5(6), 1021–1029. https://doi.org/10.13189/ujer.2017.050615
Davila, A. (2018). Who teaches the teachers? Analyzing identities of English language teacher educators at English language teaching education programs. In H. A. Castañeda-Peña (Ed.), ELT local research agendas I (pp. 223–246). Editorial Universidad Distrital Francisco José de Caldas.
de Tezanos, A. (2007). Oficio de enseñar–saber pedagógico: la relación fundante. Revista Educación y Ciudad, 12, 8–26.
Decreto 1278 de junio 19 de 2002 [Decree 1278], Presidencia de la República de Colombia (2002). https://www.mineducacion.gov.co/1621/articles-86102_archivo_pdf.pdf
Díaz-Villa, M. (2001). Del discurso pedagógico: problemas críticos. Magisterio.
Duff, P. A. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics Journal, 23(3), 289–322. https://doi.org/10.1093/applin/23.3.289
Escobar-Alméciga, W. Y. (2013). Identity-forming discourses: A critical discourse analysis on policy making processes concerning English language teaching in Colombia. Profile: Issues in Teachers’ Professional Development, 15(1), 45–60.
Esteve, O. (1998). Nuevas perspectivas en la formación de profesorado de lenguas: hacia el “aprendizaje reflexivo” o “aprender a través de la práctica”. https://bit.ly/387JYx5
Fajardo-Castañeda, J. A., & Miranda-Montenegro, I. R. (2015). The paradox of the practicum: Affinity to and resistance towards teaching. Íkala, Revista de Lenguaje y Cultura, 20(3), 239–341. https://doi.org/10.17533/udea.ikala.v20n3a04
Fandiño-Parra, Y. J., & Bermúdez-Jiménez, J. (2015). Práctica pedagógica: subjetivar, problematizar y transformar el quehacer docente. In R. M. Páez-Martínez (Ed.), Práctica y experiencia: claves del saber pedagógico docente (pp. 29–54). Ediciones Unisalle.
Flórez-Romero, R. (2004). La etnografía de la comunicación. Revista Areté, 4(1), 15–24.
Gee, J. P. (2005). An introduction to discourse analysis: Theory and method (2nd ed.). Routledge.
Gelvez-Suarez, H. (2007). De las prácticas docentes distributivas a las prácticas docentes investigativas. Ministerio de Educación Nacional, República de Colombia.
Gómez-Vásquez, L. Y., & Guerrero-Nieto, C. H. (2018). Non-native English speaking teachers’ subjectivities and Colombian language policies: A narrative study. Profile: Issues in Teachers’ Professional Development, 20(2), 51–64. https://doi.org/10.15446/profile.v20n2.67720
González-Moncada, A. (2010). English and English teaching in Colombia: Tensions and possibilities in the expanding circle. In A. Kirkpatrick (Ed.), The Routledge handbook of world Englishes (1st ed., pp. 332–351). Routledge.
Guerrero-Nieto, C. (2010). The portrayal of EFL teachers in official discourse: The perpetuation of disdain. Profile: Issues in Teachers’ Professional Development, 12(2), 33–49.
Guerrero-Nieto, C., & Quintero-Polo, A. (2009). English as a neutral language in the Colombian national standards: A constituent of dominance in English language education. Profile: Issues in Teachers’ Professional Development, 11(2), 135–150.
Hymes, D. (1996). Ethnography, linguistics, narrative inequality: Toward an understanding of voice. Taylor and Francis.
Ley 115 de febrero 8 de 1994 [Law 115], Congreso de la República de Colombia (1994). https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf
Liu, S.-H. (2014). Excellent mentor teachers’ skills in mentoring for pre-service teachers. International Journal of Education, 6(3), 29–42. https://doi.org/10.5296/ije.v6i3.5855
Londoño-Orozco, G. (2009). Hacia una pedagogía de la educación superior: indagación sobre el aprendizaje y la reflexión sobre la práctica docente. Revista de la Universidad de La Salle, 50, 24–32.
Lucero, E. (2015). Reflections upon a pedagogical practice experience: Standpoints, definitions, and knowledge. In R. M. Páez-Martínez (Ed.), Práctica y experiencia: claves del saber pedagógico docente (pp. 143–168). Ediciones Unisalle.
Lucero, E., & Roncancio-Castellanos, K. (2019). The pedagogical practicum journey towards becoming an English language teacher. Profile: Issues in Teachers’ Professional Development, 21(1), 173–185. https://doi.org/10.15446/profile.v21n1.71300
Macías, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for preservice foreign language teachers. Profile: Issues in Teachers’ Professional Development, 17(2), 81–99. https://doi.org/10.15446/profile.v17n2.43641
Martínez, L. A. (2007). La observación y el diario de campo en la definición de un tema de investigación. Perfiles Libertadores, 4(80), 73–80.
Méndez, P., Garzón, E., & Noriega-Borja, R. (2019). English teachers’ subjectivities: Contesting and resisting must-be discourses. English Language Teaching, 12(3), 65–76. https://doi.org/10.5539/elt.v12n3p65
Méndez-Rivera, P. (2012). Discourse: Space for the constitution of the subject. Colombian Applied Linguistics Journal, 14(1), 180–193. https://doi.org/10.14483/22487085.3828
Méndez-Rivera, P. (2018). Problematizing English language teachers’ subject constitution. In H. A. Castañeda-Peña (Ed.), ELT local research agendas I (pp. 205–221). Editorial Universidad Distrital Francisco José de Caldas.
Ministerio de Educacion Nacional. (n.d.). La práctica pedagógica como escenario de aprendizaje. https://www.mineducacion.gov.co/1759/articles-357388_recurso_1.pdf
Ministerio de Educacion Nacional. (2014). Lineamientos de calidad para las licenciaturas en educación. https://www.mineducacion.gov.co/1759/articles-357233_recurso_1.pdf
Mora, R. A., Chiquito, T., & Zapata, J. D. (2019). Bilingual education policies in Colombia: Seeking relevant and sustainable frameworks for meaningful minority inclusion. In G. Guzman-Johannessen (Ed.), Bilingualism and bilingual education: Politics, policies and practices in a globalized society (pp. 55–77). Springer. https://doi.org/10.1007/978-3-030-05496-0_4
Moreno-Fernández, P. J. (2015a). Las experiencias pedagógicas de cuatro maestros que hacen maestros. In R. M. Páez-Martínez (Ed.), Práctica y experiencia: claves del saber pedagógico docente (pp. 99–118). Ediciones Unisalle.
Moreno-Fernández, P. J. (2015b). Manual de investigación en educación: Talleres de trabajo. Ediciones Unisalle.
Naranjo, C. (2010). Cambiar la educación para cambiar el mundo. Ediciones La Llave.
Olaya, A., & Gómez-Rodríguez, L. F. (2013). Exploring EFL pre-service teachers’ experience with cultural content and intercultural communicative competence at three Colombian universities. Profile: Issues in Teachers’ Professional Development, 15(2), 49–67.
Ortega-Valencia, P., López-Cardona, D., & Tamayo-Valencia, A. (2013). Pedagogía y didáctica: aproximaciones desde una perspectiva crítica. Editorial Universidad de San Buenaventura.
Posada-Ortiz, J. Z., & Garzón-Duarte, E. (2013). Bridging the gap between theory and practice in a BA program in EFL. HOW, 21(1), 122–137. https://doi.org/10.19183/how.21.1.19
Quintero-Polo, A. H. (2016). Creating a pedagogical space that fosters the (re)construction of self through life stories of pre-service English language teachers. HOW, 23(2), 106–124. https://doi.org/10.19183/how.23.2.293
Quintero-Polo, A. H. (2019). From utopia to reality: Trans-formation of pedagogical knowledge in English language teacher education. Profile: Issues in Teachers’ Professional Development, 21(1), 27–42. https://doi.org/10.15446/profile.v21n1.70921
Rampton, B., Maybin, J., & Roberts, C. (2015). Theory and method in linguistic ethnography. In J. Snell, S. Shaw, & F. Copland (Eds.), Linguistic ethnography: Interdisciplinary explorations (pp. 14–50). Palgrave McMillan. https://doi.org/10.1057/9781137035035_2
Resolución 2041 del 3 de febrero de 2016, Ministerio de Educación Nacional (2016). https://www.mineducacion.gov.co/1759/articles-356144_recurso_1.pdf
Restrepo-Gómez, B. (1994). La evolución de las facultades de educación. Revista Educación y Pedagogía, 5(10–11), 317–318.
Rincón-Zabala, C. (2016). Tendencias temáticas e investigativas en las facultades de educación en Colombia. Revista Papeles, 8(15), 10–20.
Ríos-Beltrán, R. (2018). La práctica pedagógica como herramienta para historiar la pedagogía en Colombia. Pedagogía y Saberes, 49, 27–40. https://doi.org/10.17227/pys.num49-8168
Ripski, M. B., LoCasale-Crouch, J., & Decker, L. (2011). Pre-service teachers: Dispositional traits, emotional states, and quality of teacher-student interactions. Teacher Education Quarterly, 38(2), 77–96.
Samacá-Bohorquez, Y. (2008). Formative evaluation in discussion tasks: Learning to listen to pre-service teachers’ voices. Enletawa, 1, 141–153.
Samacá-Bohorquez, Y. (2012). On rethinking our classrooms: A critical pedagogy view. HOW, 19(1), 194–208.
Samacá-Bohorquez, Y. (2018). Delving into pre-service teachers, cooperating teachers and university mentors’ positionings in the initial English teaching practicum. In H. A. Castañeda-Peña (Ed.), ELT local research agendas I (pp. 183–201). Editorial Universidad Distrital Francisco José de Caldas.
Saville-Troike, M. (2003). The ethnography of communication: An introduction (3rd ed.). Blackwell Publishing. https://doi.org/10.1002/9780470758373
Schussler, D. L., Stooksberry, L. M., & Bercaw, L. A. (2010). Understanding teacher candidate dispositions: Reflecting to build self-awareness. Journal of Teacher Education, 61(4), 350–363. https://doi.org/10.1177/0022487110371377
Shaw, S., Copland, F., & Snell, J. (2015). An introduction to linguistic ethnography: Interdisciplinary explorations. In J. Snell, S. Shaw, & F. Copland (Eds.), Linguistic ethnography: Interdisciplinary explorations (pp. 1–13). Palgrave McMillan. https://doi.org/10.1057/9781137035035_1
Suárez-Flórez, S. A., & Basto-Basto, E. A. (2017). Identifying pre-service teachers’ beliefs about teaching EFL and their potential changes. Profile: Issues in Teachers’ Professional Development, 19(2), 167–184. https://doi.org/10.15446/profile.v19n2.59675
Ubaque-Casallas, D. F., & Aguirre-Garzón, E. (2020). Re-signifying teacher epistemologies through lesson planning: A study on language student-teachers. Profile: Issues in Teachers’ Professional Development, 22(2), 131–144. https://doi.org/10.15446/profile.v22n2.80687
Usma-Wilches, J. A. (2009). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. Profile: Issues in Teachers’ Professional Development, 11(1), 123–141.
van Dijk, T. A. (1997). Discourse as social interaction. SAGE Publishing.
Zuluaga, O. L. (1979). Colombia: dos modelos de su práctica pedagógica durante el siglo XIX. Centro de investigaciones educativas, Facultad de Educación, Universidad de Antioquia.
Zuluaga, O. L. (1999). Pedagogía e historia: la historicidad de la pedagogía, la enseñanza un objeto de saber. Siglo del Hombre Editores.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
CrossRef Cited-by
1. Jairo Enrique Castañeda-Trujillo. (2021). Reconstructing a Personal Story about Being a Teacher Educator and a Researcher. HOW, 28(3), p.173. https://doi.org/10.19183/how.28.3.678.
2. Edgar Lucero, Ángela María Gamboa-González, Lady Viviana Cuervo-Alzate. (2024). The Conception of Student-Teachers and the Pedagogical Practicum in the Colombian ELT Field. Profile: Issues in Teachers' Professional Development, 26(1), p.169. https://doi.org/10.15446/profile.v26n1.105139.
3. Hui Li, Xuerong Peng. (2024). Review of preservice English teachers’ teaching practicum in the COVID-19 pandemic. Discover Education, 3(1) https://doi.org/10.1007/s44217-024-00345-x.
4. Martha C. García Chamorro , Monica Tatiana Rolong Gamboa. (2025). Professional Competence Development in Practicum: A holistic teacher profile construction. Colombian Applied Linguistics Journal, 27(1), p.66. https://doi.org/10.14483/22487085.21809.
5. Edgar Lucero. (2024). Discourse, Knowledge, and Practice. Colombian Applied Linguistics Journal, 26(2), p.143. https://doi.org/10.14483/22487085.21929.
Dimensions
PlumX
Article abstract page views
Downloads
License
Copyright (c) 2021 Edgar Lucero, Andrea Margarita Cortés-Ibañez
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.
