Doctorado Interinstitucional en Educación con Énfasis en ELT Education
URI permanente para esta colecciónhttp://hdl.handle.net/11349/26000
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Ítem Teacher Educators’ Interactional Identities within Classroom Interaction in the Field of ELT EducationLucero Babativa, Edgar Yead; Castañeda Peña, Harold AndrésThis dissertation presents a study on teacher-educator interactional identities in English language education. The study extends Conversation Analysis by doing co-analysis and member-checking with three participating teacher-educators to analyze the enactment of their interactional identities in language-based and content-based classes in three different undergraduate programs in English language education. Findings discuss the presence of multiple interactional identities composed of varied forms of being and doing as interactants in the occurring organizations of classroom interaction. These findings highlight the relevance of studying teacher-educator interactional identities to explain how English language education occurs during classroom interaction.Ítem Re-significando las Posiciones de los Observadores. Experiencias narradas de los Observadores ELT en ColombiaMartinez, Miguel; Mendez, PilarThis doctoral thesis demonstrates a careful analysis of the observers’ positions in English language classes. The topic focuses on the observations of in-service English classes, mainly from the Positions of the Observers who supervise, evaluate, and give feedback to English language teachers. In the ELT (English Language Teaching) field, it is common that teachers are periodically observed during classes for their performance of instruction. In fact, some of them do not agree with the class observation process. Others argue that the observation process is not necessary nor important. Some even do not pay attention to the person who observes the class and only keep in mind the rubrics used to observe. This study identifies some positions of the observers that are overlooked or are invisible in the educational community.Ítem Desembalaje del futuro sentido de las comunidades de los profesores de idiomas desde una perspectiva otra del conocimiento: descolonizando la investigación en la formación docente en ColombiaPosada-Ortiz, Julia; Castañeda-Peña, HaroldIn initial teacher education, community has been conceptualized around modern concepts such as Target Communities (Higgins, 2012), Imagined Communities (Anderson, 1983), and Communities of Practice (Wenger, 1998; Wenger-Trayner, M. Fenton-O'Creevy, S. Hutchinson, Kubiak and Wenger-Trayner, B. (2015). Target Communities are understood as mostly cohesive groups of people who speak a (standard) language in relatively homogeneous ways, and whose cultural practices likely differ significantly from those who study the target language of that community. This view of community constructs the English Language Preservice Teachers through the dichotomy of Native Speakers of English (NSEs) vs. Non-Native Speakers of English (NNSEs) (Higgins, 2012). Imagined Communities point out groups of people, not immediately tangible and accessible, with whom we connect through the power of imagination (Norton, 1995). Within this view, the world is a global village where everybody shares an affiliation by speaking English (Phillipson, 1992; Guerrero, 2010). Communities of Practice refer to processes of learning within communities by developing certain competencies. People who seek to affiliate to particular groups usually try to adapt to the community norms (Higgins, 2010). In this sense, the English language preservice teachers would adapt and would seek to be accepted by the target community by adopting the role of apprentice vs. master. The concepts mentioned above appear in the most recent literature in ELT and have been promoted by the Politica de formación y desarrollo profesional de educadores (Teacher education and professional development policy) in Colombia. According to that policy part of the support for beginner teachers is their integration into Communities of Practice that each institution should create (2013). The Ministry of Education in Colombia has also established the methodologies and standards that the ELTEPs should follow through Resolution 18563, September 15, 2017. For this reason, this study sought to achieve four main purposes: 1) to explore the senses of community otherwise of a group of English Language Preservice Teachers (ELPTs); 2) to re-interpret the term community from a perspective otherwise; 3) to characterize the communities the English Language Preservice Teachers belong to and 4) to identify the English Language Preservice Teachers’ identities present within these communities. In the first objective namely, exploring the senses of community otherwise, I introduce a transgression stemming from the Epistemologies of the South. It consists of using the term 'otherwise' as an adjective after the noun community. Therefore, I will use the expressions 'community otherwise' which entails other modes of knowing, sensing, and living within a context of a community (Escobar, 2007; 2018; Mignolo & Walsh, 2018). With the second objective, I seek to re-signify the concept of community beyond the modern view of Target Communities, Imagined Communities and Communities of Practice, characterizing the communities as lived and described by the research collaborators. The main resources to co-construct knowledge were autobiographies and transcripts of the sessions in which the autobiographies were a joint construction between the research collaborators and myself. The research results show that their families, the university, the English Language Teacher Education Program (ELTEP), and the placement school, among others; are part of a constellation of communities of fear. This fear, however, becomes the lever that pushes Mariana, Cristian, Sebastián, and Luna to exercise agency not only in their learning process but also in their decision-making process. The research collaborators experience a series of emotions within these communities that cannot be generalized as each experience is unique and different. The communities can be characterized as kinship, interest/academic driven, and spiritual. The identities present within these communities are identities otherwise and are part of the research collaborators’ daily activities inside and outside the academic context. This study proposes an alternative theoretical framework that includes community as commodity, immunity, and struggle.Ítem Rastros del conocimiento otro... Experiencias de conocimiento de docentes de inglésCastañeda-Londoño, Adriana; Nieto Guerrero, Carmen Helena; Londoño, AdrianaIn this dissertation, I look into the quest for English teachers’ knowledge. Such inquiry is informed by theoretical tenets of the Epistemologies of the South (Sousa Santos, 2007, 2009, 2010, 2016, 2018) and Decolonial Thought (Mignolo, 2013; Mignolo & Walsh, 2018). I focus my attention on practices of knowledge that come into play in the acts of teaching and learning as narrated by participating teachers like tipping moments in their professional lives in their testimonial narratives (Benmayor, 2012). What teachers narrate reveal knowledges that might go unnoticed when teaching and learning. What I mean is, content knowledge, pedagogical knowledge, methodological knowledge are not the only arrays of knowledge that teachers develop. It was observed that knowledge is experienced in different ways. Particularly important is the fact that knowledge is not just a cognitive experience, but a bodily and an emotional one. The families epistemologies and the knowledge gotten in previous personal and social struggles also comprise the teachers' knowledge.