Discourse, Knowledge, and Practice: Reexamining the Colombian English Language Teacher Practicum and Student-Teacher Constitution

被引：0

作者：

Lucero, Edgar ^{[1
]}

Gamboa-Gonzalez, Angela Maria ^{[1
]}

Cuervo-Alzate, Lady Viviana ^{[1
]}

机构：

[1] Univ La Salle, Bogota, Colombia

来源：

COLOMBIAN APPLIED LINGUISTICS JOURNAL | 2024年 / 26卷 / 02期

关键词：

discourse; EFL teacher education; knowledge; teaching practicum; student teachers; PRESERVICE TEACHERS; PEDAGOGICAL PRACTICUM; EFL TEACHERS; ELT; PERSPECTIVES; BELIEFS; SPACE;

D O I：

10.14483/22487085.21929

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

This article presents the findings of a three-stage qualitative study examining how English language teacher education in Colombia conceives its teaching practicum and student-teachers. Insights emerged from three key sources: English language student-teachers' autoethnographies, Colombian-authored scholarly articles, and undergraduate programs' relevant institutional documents. We analyzed each source using tailored methodologies: narrative analysis, epistemic discourse analysis, and documentary analysis. The findings reveal that the practicum is understood by three points of convergence: foundation, knowledge, and practice. This framework defines English language student-teachers by their discourse, knowledge, and practice. The study highlights that the teaching practicum is a pivotal space where studentteachers apply language education discourses and their knowledge in practice. Reflecting on how English language studentteachers are formed and how the practicum is conceived has prompted the undergraduate programs and the community to advocate for a transformation from a theoretical approach to a more flexible, experience-based approach.

引用

页码：143 / 159

页数：17

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