English Language Student-Teachers Developing Agency through Community-Based Pedagogy Projects

Autor/inn/en	Hernández Varona, Wilson; Gutiérrez Álvarez, Daniel Felipe
Titel	English Language Student-Teachers Developing Agency through Community-Based Pedagogy Projects
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 22 (2020) 1, S.109-122 (14 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; Teacher Education Programs; Language Teachers; Video Technology; Student Teacher Attitudes; Community Programs; Teaching Methods; Diaries; Personal Autonomy; Social Change; Student Role; Foreign Countries; Student Projects; Peace; Social Problems; Sexuality; Employees; Disabilities; Animals; Service Learning; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Diary; Tagebuch; Individuelle Autonomie; Sozialer Wandel; Ausland; Schulprojekt; Frieden; Social problem; Soziales Problem; Sexualität; Employee; Arbeitnehmer; Beschäftigter; Handicap; Behinderung; Animal; Tier; Tiere; Service-Learning; Kolumbien
Abstract	This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. Our goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, we acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities' necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities. (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	2022/1/01