Inquiring Pre-service Teachers’ Narratives on Language Policy and Identity during their Practicum

ABSTRACT: This narrative inquiry aims to unveil the incorporation of policy agency within the construction of teacher identity of pre-service teachers in their academic practicums. Drawing on a critical-sociocultural approach to narrative inquiry, language policy, and teacher identity, the narrative...

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Autores:
Montoya López, Juan Carlos
Mosquera Andrade, Ayda Vanessa
Peláez Henao, Oscar Alberto
Tipo de recurso:
Article of investigation
Fecha de publicación:
2020
Institución:
Universidad de Antioquia
Repositorio:
Repositorio UdeA
Idioma:
eng
OAI Identifier:
oai:bibliotecadigital.udea.edu.co:10495/17299
Acceso en línea:
http://hdl.handle.net/10495/17299
Palabra clave:
Narrative inquiry (Research method)
Language policy
Teaching practice
Política lingüística
Práctica pedagógica
http://id.loc.gov/authorities/subjects/sh2006004688
http://vocabularies.unesco.org/thesaurus/concept14127
http://vocabularies.unesco.org/thesaurus/concept307
Rights
openAccess
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)
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network_acronym_str UDEA2
network_name_str Repositorio UdeA
repository_id_str
dc.title.spa.fl_str_mv Inquiring Pre-service Teachers’ Narratives on Language Policy and Identity during their Practicum
dc.title.alternative.spa.fl_str_mv Investigando narrativas de docentes en formación sobre política lingüística e identidad durante su práctica
title Inquiring Pre-service Teachers’ Narratives on Language Policy and Identity during their Practicum
spellingShingle Inquiring Pre-service Teachers’ Narratives on Language Policy and Identity during their Practicum
Narrative inquiry (Research method)
Language policy
Teaching practice
Política lingüística
Práctica pedagógica
http://id.loc.gov/authorities/subjects/sh2006004688
http://vocabularies.unesco.org/thesaurus/concept14127
http://vocabularies.unesco.org/thesaurus/concept307
title_short Inquiring Pre-service Teachers’ Narratives on Language Policy and Identity during their Practicum
title_full Inquiring Pre-service Teachers’ Narratives on Language Policy and Identity during their Practicum
title_fullStr Inquiring Pre-service Teachers’ Narratives on Language Policy and Identity during their Practicum
title_full_unstemmed Inquiring Pre-service Teachers’ Narratives on Language Policy and Identity during their Practicum
title_sort Inquiring Pre-service Teachers’ Narratives on Language Policy and Identity during their Practicum
dc.creator.fl_str_mv Montoya López, Juan Carlos
Mosquera Andrade, Ayda Vanessa
Peláez Henao, Oscar Alberto
dc.contributor.author.none.fl_str_mv Montoya López, Juan Carlos
Mosquera Andrade, Ayda Vanessa
Peláez Henao, Oscar Alberto
dc.subject.lcsh.none.fl_str_mv Narrative inquiry (Research method)
topic Narrative inquiry (Research method)
Language policy
Teaching practice
Política lingüística
Práctica pedagógica
http://id.loc.gov/authorities/subjects/sh2006004688
http://vocabularies.unesco.org/thesaurus/concept14127
http://vocabularies.unesco.org/thesaurus/concept307
dc.subject.unesco.none.fl_str_mv Language policy
Teaching practice
Política lingüística
Práctica pedagógica
dc.subject.lcshuri.none.fl_str_mv http://id.loc.gov/authorities/subjects/sh2006004688
dc.subject.unescouri.none.fl_str_mv http://vocabularies.unesco.org/thesaurus/concept14127
http://vocabularies.unesco.org/thesaurus/concept307
description ABSTRACT: This narrative inquiry aims to unveil the incorporation of policy agency within the construction of teacher identity of pre-service teachers in their academic practicums. Drawing on a critical-sociocultural approach to narrative inquiry, language policy, and teacher identity, the narratives of five students of an English teaching program in Medellín, Colombia, were examined. Their reflections and decision making on foreign language policies regulating their pedagogical practices at various schools show their social and critical awareness. Teaching represents a high moral load for them as they embrace a humanistic perspective. However, their narratives also pose challenges to language teaching programs in helping pre-service teachers to build micropolitical agency supported on solid theoretical knowledge to participate in policymaking. On the one hand, their narrations of the policy appropriation process they undertook show their frustration and disappointment in trying to participate when policy structures and other policy arbiters were close to them. On the other hand, when policy structures and arbiters openly allowed their policy participation, their actions and reflections focused on methodological concerns but rarely addressed social or critical awareness regarding curriculum design and development. Therefore, supporting pre-service teachers in strengthening their identities with solid theoretical constructs should be a priority because they will build micropolitical agency to overcome political tensions and negotiate their policy participation.
publishDate 2020
dc.date.accessioned.none.fl_str_mv 2020-11-12T15:42:32Z
dc.date.available.none.fl_str_mv 2020-11-12T15:42:32Z
dc.date.issued.none.fl_str_mv 2020
dc.type.spa.fl_str_mv info:eu-repo/semantics/article
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
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dc.type.redcol.spa.fl_str_mv https://purl.org/redcol/resource_type/ART
dc.type.local.spa.fl_str_mv Artículo de investigación
format http://purl.org/coar/resource_type/c_2df8fbb1
dc.identifier.issn.none.fl_str_mv 0120-5927
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10495/17299
dc.identifier.doi.none.fl_str_mv 10.19183/how.27.2.544
identifier_str_mv 0120-5927
10.19183/how.27.2.544
url http://hdl.handle.net/10495/17299
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.ispartofjournalabbrev.spa.fl_str_mv How
dc.rights.*.fl_str_mv Atribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)
dc.rights.spa.fl_str_mv info:eu-repo/semantics/openAccess
dc.rights.uri.*.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/2.5/co/
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dc.rights.creativecommons.spa.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
rights_invalid_str_mv Atribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)
http://creativecommons.org/licenses/by-nc-nd/2.5/co/
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https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.extent.spa.fl_str_mv 21
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Asociación Colombiana de Maestros de Inglés (ASOCOPI)
dc.publisher.place.spa.fl_str_mv Bogotá, Colombia
institution Universidad de Antioquia
bitstream.url.fl_str_mv https://bibliotecadigital.udea.edu.co/bitstream/10495/17299/2/license_rdf
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spelling Montoya López, Juan CarlosMosquera Andrade, Ayda VanessaPeláez Henao, Oscar Alberto2020-11-12T15:42:32Z2020-11-12T15:42:32Z20200120-5927http://hdl.handle.net/10495/1729910.19183/how.27.2.544ABSTRACT: This narrative inquiry aims to unveil the incorporation of policy agency within the construction of teacher identity of pre-service teachers in their academic practicums. Drawing on a critical-sociocultural approach to narrative inquiry, language policy, and teacher identity, the narratives of five students of an English teaching program in Medellín, Colombia, were examined. Their reflections and decision making on foreign language policies regulating their pedagogical practices at various schools show their social and critical awareness. Teaching represents a high moral load for them as they embrace a humanistic perspective. However, their narratives also pose challenges to language teaching programs in helping pre-service teachers to build micropolitical agency supported on solid theoretical knowledge to participate in policymaking. On the one hand, their narrations of the policy appropriation process they undertook show their frustration and disappointment in trying to participate when policy structures and other policy arbiters were close to them. On the other hand, when policy structures and arbiters openly allowed their policy participation, their actions and reflections focused on methodological concerns but rarely addressed social or critical awareness regarding curriculum design and development. Therefore, supporting pre-service teachers in strengthening their identities with solid theoretical constructs should be a priority because they will build micropolitical agency to overcome political tensions and negotiate their policy participation.RESUMEN: Esta investigación narrativa tiene como objetivo develar la incorporación de la agencia política dentro de la construcción de identidad docente de los docentes en formación en sus prácticas académicas. Partiendo de un enfoque crítico-sociocultural de investigación narrativa, política lingüística e identidad del maestro, se analizaron las narraciones de cinco estudiantes de una licenciatura en lenguas extranjeras con énfasis en inglés en Medellín. Sus reflexiones y decisiones sobre las políticas de lenguas extranjeras que regulan sus prácticas pedagógicas en varias escuelas muestran su conciencia social y crítica. La enseñanza representa una gran carga moral para ellos, pues adoptan una perspectiva humanista. Sin embargo, sus narrativas también plantean desafíos a los programas de enseñanza de idiomas al ayudar a los docentes en formación a construir una agencia micropolítica apoyada en conocimientos teóricos sólidos para participar en la creación de políticas. Por un lado, sus narraciones sobre el proceso de apropiación de políticas muestran su frustración y desilusión al intentar participar cuando las estructuras de políticas y otros árbitros de políticas se les cerraban. Por otro lado, cuando las estructuras políticas y los árbitros permitian abiertamente su participación política, sus acciones y reflexiones se centran en preocupaciones metodológicas, pero rara vez abordan la conciencia social o crítica con respecto al diseño y desarrollo del currículo. Por lo tanto, apoyar a los docentes en formación en el fortalecimiento de sus identidades con construcciones teóricas sólidas debería ser una prioridad porque construirán una agencia micropolítica para superar las tensiones políticas y negociar su participación política.21application/pdfengAsociación Colombiana de Maestros de Inglés (ASOCOPI)Bogotá, Colombiainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_2df8fbb1https://purl.org/redcol/resource_type/ARTArtículo de investigaciónhttp://purl.org/coar/version/c_970fb48d4fbd8a85Atribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/2.5/co/http://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-nd/4.0/Narrative inquiry (Research method)Language policyTeaching practicePolítica lingüísticaPráctica pedagógicahttp://id.loc.gov/authorities/subjects/sh2006004688http://vocabularies.unesco.org/thesaurus/concept14127http://vocabularies.unesco.org/thesaurus/concept307Inquiring Pre-service Teachers’ Narratives on Language Policy and Identity during their PracticumInvestigando narrativas de docentes en formación sobre política lingüística e identidad durante su prácticaHowHow Journal5172272CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8823https://bibliotecadigital.udea.edu.co/bitstream/10495/17299/2/license_rdfb88b088d9957e670ce3b3fbe2eedbc13MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81748https://bibliotecadigital.udea.edu.co/bitstream/10495/17299/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53ORIGINALMontoyaJuan_2020_InquiringPreserviceTeachers.pdfMontoyaJuan_2020_InquiringPreserviceTeachers.pdfArtículo de investigaciónapplication/pdf1190591https://bibliotecadigital.udea.edu.co/bitstream/10495/17299/1/MontoyaJuan_2020_InquiringPreserviceTeachers.pdf5d840bf455433ac36a3418d04d0a61e2MD5110495/17299oai:bibliotecadigital.udea.edu.co:10495/172992021-05-27 14:46:27.64Repositorio Institucional Universidad de Antioquiaandres.perez@udea.edu.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