Profile: Issues in Teachers' Professional Development (Jul 2021)

Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program

  • Edgar Lucero,
  • Andrea Margarita Cortés-Ibañez

DOI
https://doi.org/10.15446/profile.v23n2.89212
Journal volume & issue
Vol. 23, no. 2
pp. 183 – 198

Abstract

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The research study shows how pedagogical practicum is conceived, and how student-teachers are constructed as language teachers, within the discourses spoken in the initial meetings and institutional documents of pedagogical practicum in an English language teaching undergraduate program in Bogota, Colombia. The discourses were analyzed under the principles of ethnography of communication and linguistic ethnography. This study affords insights into a contributory conception of pedagogical practicum and into an institutional image and a teacher’s figure of student-teachers. Pedagogical practicum contains several academic, professional, and experiential aspects that configure this space with established (pre-) requisites, tasks, and roles for student-teachers; these aspects in turn start constructing these individuals with particular manners of must-be and must-do.

Keywords