From Utopia to Reality: Trans-Formation of Pedagogical Knowledge in English Language Teacher Education

Autor/in	Quintero Polo, Álvaro Hernán
Titel	From Utopia to Reality: Trans-Formation of Pedagogical Knowledge in English Language Teacher Education
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 21 (2019) 1, S.27-42 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Student Teachers; Teaching Methods; Teaching Experience; Preservice Teacher Education; Diaries; Transformative Learning; Student Teacher Attitudes; Student Research; Educational Philosophy; Critical Theory; Low Income; Foreign Countries; Seminars; Interdisciplinary Approach; Colombia (Bogota) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Diary; Tagebuch; Pädagogische Transformation; Studentenforschung; Bildungsphilosophie; Erziehungsphilosophie; Kritische Theorie; Niedriglohn; Ausland; Seminar; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	In this article the author reports on a study of some English language student-teachers' trans-formations of knowledge about language education. The question that guided the study was: How are English language student-teachers' formative pedagogical and research experiences portrayed in a transformative and critical outlook for initial teacher education? Reflections, perceptions, and conceptions served as data and were collected by means of diaries, interviews, and degree projects or monographs. From the analysis of data, two main themes emerged: "Going Back and Forth from Utopia to Reality" and "EFL Student-Teachers as Novice Critical Researchers". A conclusion was that the participants' trans-formations mediated by pedagogical and research agendas represented alternatives with high levels of sensitivity towards socially associated issues in language education. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01