A Collaborative Autoethnography on Being Preservice English Language Teachers throughout the Bachelor's Degree

Autor/inn/en	Peynado, Cristian Camilo; Morales-Triviño, María Camila; Castañeda-Trujillo, Jairo Enrique
Titel	A Collaborative Autoethnography on Being Preservice English Language Teachers throughout the Bachelor's Degree
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 24 (2022) 2, S.169-183 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Peynado, Cristian Camilo) ORCID (Morales-Triviño, María Camila) ORCID (Castañeda-Trujillo, Jairo Enrique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Foreign Countries; Autobiographies; Ethnography; Preservice Teachers; Language Teachers; Second Language Instruction; English (Second Language); Bachelors Degrees; Preservice Teacher Education; Empowerment; Mentors; Native Language; Ideology; Foreign Policy; Resistance (Psychology); Professional Identity; Colombia + Suchen Sie Ihr Suchwort? Ausland; Autobiography; Autobiografie; Autobiographie; Ethnografie; Language teacher; Sprachunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; 'Bachelor''s degrees'; Bachelor-Studiengang; Lehramtsstudiengang; Lehrerausbildung; Ideologie; Außenpolitik; Resistenz; Kolumbien
Abstract	This article analyzes the experiences of two preservice English language teachers within their bachelor's degree and their pedagogical practicum through a collaborative autoethnography. The authors discuss their empowerment as a contributing agent to the field of English language teaching and address issues such as methodologies, mentor teachers, native speakerism, colonial ideologies, and decolonization processes. Findings suggest that preservice English language teachers should be allowed to reflect, analyze, and thus contribute to understanding the social dynamics of what it means to teach and be a language teacher. Preservice English language teachers are not passive agents but builders of knowledge, capable of transforming their vision of education, making visible the critical aspects of education, and resisting imposed colonial pedagogical processes. (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	2024/1/01