Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program

Datos Bibliográficos

ID19033153
AutoresEdgar Lucero‐Babativa (0000-0003-2208-5124, autor de correspondencia), Andrea Margarita Cortés-Ibañez (0000-0002-1063-6235)
Año2021
Volumen23
Número2
Páginas183-198
Fecha de publicación2021-07-19
Open AccessSí
TipoARTICLE
RevistaProfile: Issues in Teachers' Professional Development (JOURNAL)
Identificadores de la revistaISSN: 1657-0790 • E-ISSN: 2256-5760
EditorialNational University of Colombia (PUBLISHER • CO)
DOI10.15446/profile.v23n2.89212
OpenAlexW3185414133
IdiomaEN
Referencias citadas8

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

Ethnography · Experiential learning · Mathematics education · Pedagogy · Practicum · Sociology · Student teacher · Teacher education · Cultural and political discourse analysis · Discourse Analysis in Language Studies · Psychology · Spanish Linguistics and Language Studies

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