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A Collaborative Autoethnography on Being Preservice English Language Teachers Throughout the Bachelor’s Degree
Una autoetnografía colaborativa acerca de ser profesores de inglés en formación dentro de la licenciatura de inglés
DOI:
https://doi.org/10.15446/profile.v24n2.91113Keywords:
Collaborative autoethnography, coloniality in ELT, language teacher education, identity (en)formación de profesores de idiomas, colonialidad en la enseñanza del inglés, identidad, autoetnografía colaborativa (es)
This article analyzes the experiences of two preservice English language teachers within their bachelor’s degree and their pedagogical practicum through a collaborative autoethnography. The authors discuss their empowerment as a contributing agent to the field of English language teaching and address issues such as methodologies, mentor teachers, native speakerism, colonial ideologies, and decolonization processes. Findings suggest that preservice English language teachers should be allowed to reflect, analyze, and thus contribute to understanding the social dynamics of what it means to teach and be a language teacher. Preservice English language teachers are not passive agents but builders of knowledge, capable of transforming their vision of education, making visible the critical aspects of education, and resisting imposed colonial pedagogical processes.
Este artículo analiza, mediante una autografía colaborativa, las experiencias de dos profesores de inglés en formación mientras adelantan estudios en una licenciatura y desarrollan su práctica pedagógica. Los autores discuten su empoderamiento como un factor que contribuye a la enseñanza del inglés y abordan cuestiones como las metodologías, los profesores mentores, el hablante nativo, las ideologías coloniales y los procesos de descolonización. Los comentarios finales sugieren que se debería permitir a los profesores de inglés reflexionar, analizar y contribuir a la comprensión de la dinámica social de lo que significa enseñar y ser profesor de inglés. Los profesores de inglés en formación no son agentes pasivos sino constructores de conocimiento, capaces de transformar su visión de la educación, hacer visibles aspectos críticos y resistirse a los procesos pedagógicos coloniales impuestos.
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Copyright (c) 2022 Cristian Camilo Peynado, María Camila Morales-Triviño, Jairo Enrique Castañeda-Trujillo
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