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

Bibliographic Data

ID19033153
AuthorsEdgar Lucero‐Babativa (0000-0003-2208-5124, corresponding author), Andrea Margarita Cortés-Ibañez (0000-0002-1063-6235)
Year2021
Volume23
Issue2
Pages183-198
Publication date2021-07-19
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueProfile: Issues in Teachers' Professional Development (JOURNAL)
Journal identifiersISSN: 1657-0790 • E-ISSN: 2256-5760
PublisherNational University of Colombia (PUBLISHER • CO)
DOI10.15446/profile.v23n2.89212
OpenAlexW3185414133
LanguageEN
References cited8

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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