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Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks
Tutoría de estudiantes-profesores de idiomas: una perspectiva narrativa de experiencias de mentores desde fronteras y grietas
DOI:
https://doi.org/10.15446/profile.v24n2.93096Keywords:
decolonization, mentoring, student teachers, teacher education, personal narratives (en)descolonización, estudiante-profesor, formación de docentes, narrativas, tutoría (es)
This narrative study analyzes two mentors’ experiences in their mentoring practices with language student-teachers in a private university in Bogotá (Colombia). Employing life-story interviews and drawing on ways of thinking and theorizing from praxis as a standpoint to enact decoloniality, we approach mentors’ narratives from the notion of crack. Findings reveal that, for mentors, mentoring practices represent a space for knowledge reconfiguration, a locus of collective knowledge construction, and territories where student-teachers can mobilize and exercise their agency. Overall, when making meaning of clashing experiences in mentoring, mentors have constructed ways to fracture traditional and hegemonic logics of seeing knowledge and the self in teacher education.
Este estudio narrativo analiza las experiencias de dos educadores en sus tutorías con futuros docentes de lenguas de una universidad en Bogotá (Colombia). Utilizando entrevistas y adoptando formas de pensar y teorizar la praxis como una postura para representar la descolonización, nos aproximamos a las narrativas de los tutores desde la noción de grieta. Los hallazgos revelan que las tutorías representan un espacio de reconfiguración y construcción colectiva de saberes y territorios donde los estudiantes-profesores pueden ejercer su agencia. En general, al dar sentido a experiencias conflictivas en la tutoría, los mentores han encontrado maneras de fracturar las lógicas tradicionales y hegemónicas de ver los saberes y a sí mismos en la formación docente.
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