Formación inicial de docentes de lenguas extranjeras
This article aims to reflect on the professional development of pre-service English teachers, based on current issues of bilingualism in Latin America, as stated in the two Inter-American Conferences in Bilingual Higher Education; in the National Bilingualism Plan in Colombia and the results obtaine...
- Autores:
-
Granados, Carlo
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2015
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/4808
- Acceso en línea:
- https://revistas.pedagogica.edu.co/index.php/NYN/article/view/4356
http://hdl.handle.net/20.500.12209/4808
- Palabra clave:
- Formación inicial docente
Docentes de lenguas extranjeras
Docentes de inglés
Pedagogía intercultural crítica
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc/4.0
| Summary: | This article aims to reflect on the professional development of pre-service English teachers, based on current issues of bilingualism in Latin America, as stated in the two Inter-American Conferences in Bilingual Higher Education; in the National Bilingualism Plan in Colombia and the results obtained by it so far; and finally, the professional development of bilingual teachers based on reflective practices. The paper highlights the risk of limiting English teaching to its instrumental nature due to its origin as a profession, as well as to national institutional policies. Finally, the article proposes to re-think the professional development of pre-service English teachers by incorporating a critical intercultural pedagogy that involves the social, political, and cultural dimensions of English language teaching, as well as a careful analysis of contextual needs. |
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