Becoming Language Teacher-Researchers in a Research Seedbed

ABSTRACT: In this paper, a teacher-educator and two students of a b.a. program in foreign language teaching (English and French) of a public university in Colombia discuss our pedagogical experiences in a research seedbed. First, we present the conceptualizations underlying our analysis: research seedbeds, undergraduate research education, and curriculum as a process. Second, we describe our contextual background. Third, we analyze our experiences using three themes: creating and recreating curriculum, negotiating the official and non-official curriculum, and taking positions as teacher-researchers. We conclude that research seedbeds can broaden the pedagogical repertoire of undergraduate research education in foreign language programs and that it becomes necessary to conduct studies in this area in Colombia.

• Autores: Mesa Villa, Claudia Patricia; Gómez Giraldo, John Stiven; Arango Montes, Rodolfo
• Tipo de recurso: Article of journal
• Fecha de publicación: 2020
• Institución: Universidad de Antioquia
• Repositorio: Repositorio UdeA
• Idioma: eng
• OAI Identifier: oai:bibliotecadigital.udea.edu.co:10495/17104
• Acceso en línea: http://hdl.handle.net/10495/17104
• Palabra clave: Curriculum; Language instruction; Teacher education; Enseñanza de idiomas; Formación de docentes; Plan de estudios; http://vocabularies.unesco.org/thesaurus/concept49; http://vocabularies.unesco.org/thesaurus/concept59; http://vocabularies.unesco.org/thesaurus/concept9331
• Rights: openAccess
• License: Atribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)