Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers

This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student...

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Bibliographic Details
Published in:PROFILE issues in teachers' professional development 2020-07, Vol.22 (2), p.131-144
Main Authors: Ubaque-Casallas, Diego F., Aguirre-Garzón, Edgar
Format: Article
Language:English
Subjects:
College students
docentes en formación
EDUCATION & EDUCATIONAL RESEARCH
enseñanza de la lengua extranjera
Epistemology
epistemología docente
Foreign Countries
foreign language teaching
identidad docente
Knowledge Base for Teaching
Language
Language Teachers
lesson planning
Lesson Plans
planeación de clases
Practicums
Private Colleges
práctica docente
Second language instruction
Student Teacher Attitudes
Student teacher relationship
Student Teachers
Teacher Education Programs
teacher epistemology
teacher identity
Teaching
teaching practicum
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Summary:This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons.
ISSN:1657-0790
2256-5760
1657-0790
DOI:10.15446/profile.v22n2.80687