Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Preservice EFL Teachers’ Experiences in Their First Teaching Practicum: A Collaborative Autoethnography
Las experiencias de los profesores de inglés en formación en su primera práctica docente: una autoetnografía colaborativa
DOI:
https://doi.org/10.15446/profile.v24n1.91259Keywords:
collaborative autoethnography, teaching practicum, preservice EFL teachers, sociocultural perspectives (en)autoetnografía colaborativa, perspectivas socioculturales, práctica docente, profesores de inglés en formación (es)
This paper reports a collaborative autoethnography on a first teaching practicum at Universidad Surcolombiana. The study aimed at how we, as novice researchers and preservice English as a foreign language teachers, make sense of our teaching experiences in our first teaching practicum using collaborative autoethnography as a research method. The data were collected by reflective journals and ethnographic observations. Results show the meaning that we give to our experiences, before and during the COVID-19 pandemic, by recognizing and analyzing our sociocultural context. Additionally, we were immersed in a virtual learning environment where we had the opportunity to confront unforeseen changes imposed by the pandemic, familiarize ourselves with possible issues that teachers grapple with, and imagine new ways to be ourselves.
Este artículo reporta una autoetnografía colaborativa en una primera práctica docente en la Universidad Surcolombiana. El estudio es un análisis de como nosotras, como investigadoras y profesoras de inglés en formación, le damos sentido a nuestras experiencias docentes en nuestra primera práctica docente, y para ello utilizamos la autoetnografía colaborativa como método de investigación. Los datos fueron recolectados por medio de diarios reflexivos y observaciones. Los resultados muestran el significado que le damos a nuestras experiencias, antes y durante la pandemia de COVID-19, mientras reconocemos y analizamos nuestro contexto sociocultural. Además, estuvimos inmersas en un entorno de aprendizaje virtual, donde tuvimos la oportunidad de enfrentar cambios imprevistos impuestos por la pandemia, familiarizarnos con posibles problemas que los maestros enfrentan e imaginar nuevas formas de ser nosotros mismos.
References
Al-Mekhlafi, M. A. A., & Naji, I. M. (2013). Supervisors’ practices in improving student teachers’ grammar teaching strategies during practicum: A comparison of student teachers’ and supervisors’ views. Wudpecker Journal of Educational Research, 2(1), 6–17.
Brophy, J. (1996). Teaching problem students. Guilford Press.
Castañeda-Trujillo, J. E. (2020). Untangling initial English teaching education from pre-service teachers’ collaborative autoethnographies. In G. A. Carrasco, H. Castañeda-Peña, C. H. Nieto, P. M. Rivera, A. C. Londoño, A. M. Rubio, A. M. Davila, J. Z. Ortiz, E. Y. Babativa, Y. S. Bohórquez, C. A. Cepeda, & J. E. Castañeda-Trujillo (Eds.), Methodological uncertainties of research in ELT education I (pp. 219–239). Universidad Distrital Francisco José de Caldas.
Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-service English teachers’ voices about the teaching practicum. How Journal, 25(1), 156–173. https://doi.org/10.19183/how.25.1.420
Chang, H., Ngunjiri, F., & Hernandez, K. (2013). Collaborative autoethnography. Left Coast Press.
Farrell, T. S. C. (2008). Critical incidents in ELT initial teacher training. ELT Journal, 62(1), 3–10. https://doi.org/10.1093/elt/ccm072
Floriano, R. M. (2015, January 14). El papel del profesor en la transformación del estudiante. Las2Orillas. https://bit.ly/3evad5i
Freire, P., & Horton, M. (1990). We make the road by walking: Conversations on education and social change (B. Bell, J. Gaventa, & J. Peters, Eds.). Temple University Press.
García-Sánchez, C. A., Scholes Gillings de González, B., & López-Martínez, C. de J. (2013). The impact of teacher-student relationships on EFL learning. How Journal, 20(1), 116–129. https://www.howjournalcolombia.org/index.php/how/article/view/26
Giroux, H. A. (2004). Critical pedagogy and the post-modern/modern divide: Towards a pedagogy of democratization. Teacher Education Quarterly, 31(1), 31–47. https://files.eric.ed.gov/fulltext/EJ795233.pdf
Insuasty, E. A., & Zambrano-Castillo, L. C. (2010). Exploring reflective teaching through informed journal keeping. Profile: Issues in Teachers’ Professional Development, 12(2), 87–105. https://revistas.unal.edu.co/index.php/profile/article/view/17682
Johnson, K. E. (2009). Second language teacher education: A socio-cultural perspective. Taylor & Francis. https://doi.org/10.4324/9780203878033
Johnson, K. E., & Golombek, P. R. (2002). Inquiry into experience: Teachers’ personal and professional growth. In K. E. Johnson & P. R. Golombek (Eds.), Teachers’ narrative inquiry as professional development (pp. 1–14). Cambridge University Press.
Karimnia, A. (2010). Second language teacher education: A sociocultural perspective. European Journal of Teacher Education, 33(2), 221–224. https://doi.org/10.1080/02619761003660277
Köksal, D., & Genç, G. (2019). Learning while teaching: Student teachers’ reflections on their teaching practicum. Journal of Language and Linguistic Studies, 15(3), 895–913.
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
Meijer, P. C., Zanting, A., & Verloop, N. (2002). How can student teachers elicit experienced teachers’ practical knowledge? Tools, suggestions, and significance. Journal of Teacher Education, 53(5), 406–419. https://doi.org/10.1177/002248702237395
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (1st ed.). Jossey-Bass.
Nguyen, L. (2014). The place of pedagogical internship in the reform of teacher education in Vietnam. In J. Calvo de Mora & K. Wood (Eds.), Practical knowledge in teacher education: Approaches to teacher internship programmes (pp. 44–57). Routledge.
Norris, L., & Tsedendamba, N. (2015). Applying Agar’s concept of “languaculture” to explain Asian students’ experiences in the Australian tertiary context. English Language Teaching, 8(1), 205–217. https://doi.org/10.5539/elt.v8n1p205
Okan, Z. (2002). Learning to teach English: From practicum to first year teaching. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(9), 171–184. https://dergipark.org.tr/en/pub/cusosbil/issue/4366/59725
Pinzón-Capador, S. V., & Guerrero-Nieto, C. H. (2018). Living the teaching practicum within dichotomies: The story from within when implementing ICTs in the English language classroom. How Journal, 25(2), 69–89. https://doi.org/10.19183/how.25.2.459
Rasheed, S. (2017). The practicum in teacher education in the Maldives: Current practices, issues and future directions [Doctoral dissertation]. The Maldives National University.
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158–177. https://doi.org/10.1177/0033688208092182
Richards, J. C., & Lockhart, C. (2004). Reflective teaching in second language classrooms. Cambridge University Press.
Roland, K., & Beckford, C. (2010). Supporting associate teaching and mentoring of teacher candidates: Building a community of practice. Literacy Information and Computer Education Journal, 1(2), 153–162. https://doi.org/10.20533/licej.2040.2589.2010.0015
Sosa-Penayo, A. (2020). Educar en tiempos de… (pandemias y otras circunstancias): reflexiones en estado de confinamiento. https://bit.ly/3ckRtCY
Trent, J. (2010). “My two masters”: Conflict, contestation, and identity construction within a teaching practicum. Australian Journal of Teacher Education, 35(7), 1–14. https://doi.org/10.14221/ajte.2010v35n7.1
Velasco, Y. P. (2019). Conceptualizing the practicum experience of pre-service English language teachers through reflection. International Journal of Learning, Teaching and Educational Research, 18(2), 117–130. https://doi.org/10.26803/ijlter.18.2.9
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
CrossRef Cited-by
1. Hessameddin Ghanbar, Jaber Kamali. (2026). Autoethnography in TESOL Teacher Education: A Methodological Synthesis. TESOL Quarterly, https://doi.org/10.1002/tesq.70058.
2. Jairo Enrique Castañeda-Trujillo. (2023). Unauthorized Outlooks on Second Languages Education and Policies. , p.121. https://doi.org/10.1007/978-3-031-45051-8_7.
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. Catherine Jean A. Brillantes, Jovannie M. Sarona, Junette B. Buslon, Ericson O. Alieto. (2023). Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022). Advances in Social Science, Education and Humanities Research. 744, p.115. https://doi.org/10.2991/978-2-38476-042-8_11.
5. Jahir Aguirre Morales. (2025). Maestros de inglés en formación en contextos rurales y sus subjetividades: tendencias investigativas. Revista Historia de la Educación Latinoamericana, 27(47) https://doi.org/10.19053/uptc.01227238.20385.
6. Paola Julie Aguilar Cruz, Mónica Fernanda Garrido-Yagüe, Pablo Emilio Rodulfo-Elizalde. (2025). Pre-service Teachers’ Perspectives on Materials Development. Colombian Applied Linguistics Journal, 27(1), p.47. https://doi.org/10.14483/22487085.20635.
7. Priyatno Ardi, Thomas Wahyu Prabowo Mukti, Yazid Basthomi, Utami Widiati. (2023). Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum. rEFLections, 30(2), p.223. https://doi.org/10.61508/refl.v30i2.266762.
8. María Guadalupe Veytia-Bucheli. (2024). El prácticum y las competencias digitales: revisión sistemática de la literatura. Revista Transdiciplinaria de Estudios Sociales y Tecnológicos, 4(3), p.79. https://doi.org/10.58594/rtest.v4i3.134.
9. 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.
Dimensions
PlumX
Article abstract page views
Downloads
License
Copyright (c) 2022 Kelli Johana Ariza-Quiñones, Lizzeth Dayana Hernández-Polo, Kelly Julie Lesmes-Lesmes, Elcy Lorena Molina-Ramírez
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.
