Narrative Events of Pre-Service Teachers at the End of their Teaching Practicum with Regard to their Pedagogical Advisor: Learnings Reported
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Jun 30, 2016
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Abstract
This article reports results of a qualitative study which aimed to inquire about meaningful narratives of 184 students of a teaching degree in Modern Languages in private university in Bogotá. The study intended to identify and characterise different aspects (linguistic, social, cognitive, pedagogic, emotional, or else) which pre-service teachers narrated as being meaningful for their learning once they finished their foreign language teaching practicum. Narrative events were collected through a self-evaluation instrument that was submitted by the students of different cohorts (I-2009 to II-2012) at the end of their teaching practicum.
Keywords
pre-service teachers, teaching practicum, pedagogical advisorprofesores en formación, práctica pedagógica, guía pedagógicoprofessores em formação, prática pedagógica, guia pedagógico
References
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Díaz-Maggioli, G. (2012). Teaching language teachers: Scaffolding profesional learning. Lanham: Rowman and Littlefield Publishers.
Freire, P. (1970). Pedagogy of the Oppressed. Nueva York: Seabury.
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Johnson, K. & Golombek, P. (2002). Inquiry into experience: Teachers’ personal and professional growth. En Johnson, K. y Golombek, P. (Eds), Teachers’ Narrative Inquiry as Professional Development. Cambridge University Press.
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Maynes, M., Pierce, J. & Laslett, B. (2008). Telling stories: The use of personal narratives in the social sciences and history. Ithaca: Cornell University Press.
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Shön, D. (1990). The reflective practitioner. San Francisco: Jossey-Bass. Silva-Corvalán, C. (1989). Sociolingüística. Madrid: Alhambra.
Utria, O. (2007). La importancia del concepto de motivación en la psicología. Revista digital de psicología, 2, 55-78.
Viáfara, J. J. (2005a). The design of reflective tasks for the preparation of student teachers, Colombian Applied Linguistics Journal, 7, 53-74.
Viáfara, J. J. (2005b). Responding to observation: How student teachers’ use of their counselor’s notes support their preparation. PROFILEIssues in Teachers’ Professional Development, 6, 141-156.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wallace, M. (1990). Training Foreign Language Teachers: A reflective approach. Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.
Woodward, T. (1992). Ways of training. Singapore: Longman.
Yang, W. & Xu, X. (2008). Self assessment in second language learning. US-China Foreign Language, 6(5), 20-26.
Barkhuizen, G. (2013). Introduction. Narrative research in applied linguistics. En Barkhuizen, G. (Ed.), Narrative research in applied linguistics (pp. 1-16). Cambridge University Press.
Benson, P. (2001). Teaching and researching autonomy in language learning, London: Longman.
Bourdon, S. (2002). The integration of qualitative data analysis software in research strategies: Resistances and possibilities. Forum Qualitative Sozialforschung: Qualitative Social Research, 3(2). Recuperado de http://nbnresolving.de/urn:nbn:de:0114-fqs0202118.
Bruner, J. (1990). Actos de significado: más allá de la revolución cognitiva. Madrid: Alianza Editorial.
Castañeda-Peña, H. (1997). Disentimiento: la condición postmoderna del discurso. FOLIOS, 7, 5-13.
Chambers, N. & Jurafsky, D. (2008). Unsupervised learning of narrative events chains. En Proceedings of ACL 08: HLT, Association for Computational Linguistics (pp. 789-797).
Cid Sabucedo, A., Pérez Abellás, A., & Sarmiento Campos, J. A. (2011). La tutoría en el Practicum. Revisión de la literatura. Revista de Educación, 354, 127-154.
Díaz-Maggioli, G. (2012). Teaching language teachers: Scaffolding profesional learning. Lanham: Rowman and Littlefield Publishers.
Freire, P. (1970). Pedagogy of the Oppressed. Nueva York: Seabury.
Gläser, J. & Laudel, G. (2013). Life with and without coding: Two methods for early-stage data analysis in qualitative research aiming at causal explanations. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 14(2). Recuperado de http://nbn-resolving.de/ urn:nbn:de:0114-fqs130254.
Griffin, L. (1993). Narrative, event-structure analysis, and causal interpretation in historical sociology. American Journal of Sociology, 98(5), 1094-1133.
Johnson, K. & Golombek, P. (2002). Inquiry into experience: Teachers’ personal and professional growth. En Johnson, K. y Golombek, P. (Eds), Teachers’ Narrative Inquiry as Professional Development. Cambridge University Press.
Labov, W. (1997). Some further steps in narrative analysis. Journal of Narrative and Life History, 7(4), 395-415.
Labov, W. (1988). La transformación de la experiencia en sintaxis narrativa. En Cuadernos de Traducción 1 (pp. 10-56). Cali: Centro de Traducciones de la Universidad del Valle.
Lincoln, Y., Lynham, S. & Guba, E. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. En Denzin, N. & Lincoln, Y. (Eds.), The Sage handbook of qualitative research (4th ed.) (pp. 97-128). Thousand Oaks: Sage.
Maynes, M., Pierce, J. & Laslett, B. (2008). Telling stories: The use of personal narratives in the social sciences and history. Ithaca: Cornell University Press.
Nieto, S. (2003). The personal and collective transformation of teachers. En Richard-Amato, P. (Ed.), Making it happen: From interactive to participatory language teaching (pp. 480-506). Nueva York: Longman.
O’Neal, G. (2012). Self-assessment and dialogue as tools for apprenticeship. Journal of Social Work Education, 48(1).
Porter, M., Larson, D., Harthcock, A. & Kelly, B. (2003). Re(de)fining narrative events. Journal of popular film and television, 30(1), 23-30.
Richards, J. & Nunan, D. (1990). Second language teacher education. Cambridge University Press.
Richardson, J. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69(1), 53-82.
Ruiz, Y. & Coyle, D. (2015). Towards new learning partnerships in bilingual educational contexts: Raising learner awareness and creating conditions for reciprocity and pedagogic attention. International Journal of Multilingualism, 12(4), 1-23.
Serna, D. (2005). Teachers’ own identities, concocting a potion to treat the syndrome of doctor Jekill and Edward Hyde in teachers. Íkala, 10(16), 43-59.
Servent, C., Villa, M., Blanco, P. & Rivas, C. (2009). Sufrimiento psiquiátrico y sentimientos negativos. Psicología.com, 13(1).
Shön, D. (1990). The reflective practitioner. San Francisco: Jossey-Bass. Silva-Corvalán, C. (1989). Sociolingüística. Madrid: Alhambra.
Utria, O. (2007). La importancia del concepto de motivación en la psicología. Revista digital de psicología, 2, 55-78.
Viáfara, J. J. (2005a). The design of reflective tasks for the preparation of student teachers, Colombian Applied Linguistics Journal, 7, 53-74.
Viáfara, J. J. (2005b). Responding to observation: How student teachers’ use of their counselor’s notes support their preparation. PROFILEIssues in Teachers’ Professional Development, 6, 141-156.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wallace, M. (1990). Training Foreign Language Teachers: A reflective approach. Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.
Woodward, T. (1992). Ways of training. Singapore: Longman.
Yang, W. & Xu, X. (2008). Self assessment in second language learning. US-China Foreign Language, 6(5), 20-26.
How to Cite
Castañeda-Peña, H., Rodríguez-Uribe, M., Salazar-Sierra, A., & Chala-Bejarano, P. A. (2016). Narrative Events of Pre-Service Teachers at the End of their Teaching Practicum with Regard to their Pedagogical Advisor: Learnings Reported. Signo Y Pensamiento, 35(68), 52–64. https://doi.org/10.11144/Javeriana.syp35-68.neps
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