Bibliographic Details
| Title: |
Formación inicial de maestros de inglés en Colombia: Giros y desplazamientos. |
| Alternate Title: |
Initial Education of English Language Teachers in Colombia: Turns and displacements. |
| Authors: |
Méndez-Rivera, Pilar1 pmendez@udistrital.edu.co, Guerrero-Nieto, Carmen1 |
| Source: |
Educación y Humanismo. ene-jun2022, Vol. 24 Issue 42, p68-89. 22p. |
| Subject Terms: |
*English teachers, *Education of language teachers, *English language education, *History teachers, *Teacher training, Archaeology |
| Geographic Terms: |
Colombia |
| Abstract (English): |
Introduction: Initial teacher education as a category of analysis involves historicity what makes it possible to identify particular ways of seeing and thinking of the pre-service English language teacher and English language as teaching object. Objective: Explore the prevailing trends in the norms produced to regulate the initial education of English language teachers and the powerknowledge relationships that are installed in the curricula and teacher training discourses. Methodology: Some Foucaultian archeology procedures were used to thematically organize some dominant discourses and identify displacements and turns in the history of the initial teacher education of English language teachers in Colombia between 1990 and 2020. Results and Conclusions: A specification scheme was produced that marked two equidistant paths in the ways of thinking about initial teacher education. One linked to the ideal of professional education, pedagogy and research, and the other marked by mechanisms of control and certification of competencies. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Introducción: La formación inicial docente de maestros de inglés como categoría de análisis comporta una historicidad, que posibilita identificar formas particulares de ver y pensar al maestro de inglés en formación y al inglés como objeto de enseñanza. Objetivo: Explorar las tendencias imperantes en las normas producidas para regular la formación inicial de maestros de inglés y las relaciones de poder-conocimiento que se instalan en los currículos y discursos de formación docente. Metodología: Se utilizaron algunos procedimientos de arqueología foucaultiana para organizar temáticamente algunos discursos dominantes e identificar giros y desplazamientos en la historia de la formación de profesores de inglés en Colombia entre 1990 y 2020. Resultados y Conclusiones: Se produjo un esquema de especificación que marcó dos trayectos equidistantes en las formas de pensar la formación inicial de maestros de inglés: Uno ligado al ideal de la formación profesional, la pedagogía y la investigación y otro, marcado por mecanismos de control y certificación de competencias. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
