Co-construcción de modelos autoiniciados de enseñanza de profesores en formación de inglés como lengua extranjera en una universidad pública: un enfoque narrativo

Abstract

This thesis presents a narrative study that researches the experiences of one pre-service teacher to co-construct her theories of practice in the form of a self-initiated model to teach English. The study was conducted in an English language education undergraduate program at a public university in Bogotá, Colombia. The data was collected through non-structured online interviews that were transcribed to answer the research question: How does a pre-service EFL teachers configure her self-initiated model to teach based on her lived experiences in an English education undergraduate program in a public university? The narrative data come from the reflexivity upon experiences and decisions that the participant made during her practicum, her seminars at the language program, and teaching moments outside the scope of the language education program. The data analysis was conducted from an inductive thematic analysis approach. The results are condensed into one main category; What I believe is right to teach English is... and four subcategories; What I do in the classroom, Recognizing my students..., Within EF knowledge: this is the way to teach English! and Outside EFL knowledge: why not to use this to teach English? The self-initiated model is presented using a metaphor, The Voyage. In this model, the Captain, Victoria, is the protagonist of its creation. The Voyage is composed of three primary constituent elements. In the first component, Taking the helm to command the ship, the principles of common sense, adaptability, efficiency, and meaningfulness take form to represent Victoria’s experiential knowledge. In the second element of her model, The map and the compass, Victoria’s evaluations of her teaching realities and assessment of her students as individuals and pupils serve as her guide for her teaching acts. In the third one, Stations: docks, ports, and lighthouses, Victoria's formal scholar knowledge to teach inside and outside ELT is represented. In her model, Victoria reconciles her experiential knowledge and her acquired formal scholarly knowledge for instruction. However, she provides critical views on impositions on the application of academic knowledge to teach in practicum scenarios. The proposal of pre-service teachers' self-initiated model to teach as a novel form to conceive theories of practice serves to strengthen their agency and make their voices more visible. In this sense, pedagogical interventions that consider the contributions from this study may take place at both pre-service and in-service levels.