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Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum
Despite significant advances in the epistemological frameworks that guide teacher education in Colombia and elsewhere, it continues to be governed mostly by traditional Eurocentric paradigms. Decolonizing teacher education requires epistemological moves to resignify the plurality of local knowledges...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
F1000 Research Limited
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10632588/ https://www.ncbi.nlm.nih.gov/pubmed/37954064 http://dx.doi.org/10.12688/f1000research.133704.1 |
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author | Quintero, Luz Mary Olarte Clavijo, Amparo |
author_facet | Quintero, Luz Mary Olarte Clavijo, Amparo |
author_sort | Quintero, Luz Mary |
collection | PubMed |
description | Despite significant advances in the epistemological frameworks that guide teacher education in Colombia and elsewhere, it continues to be governed mostly by traditional Eurocentric paradigms. Decolonizing teacher education requires epistemological moves to resignify the plurality of local knowledges and praxis. This article aims at reporting a qualitative research project carried out with three student teachers of a teacher education program with emphasis on English, at a public university in the northeast of Colombia. The main objective was to explore and reflect on how EFL pre-service teachers incorporated knowledge of local communities as resources for language teaching and learning during the practicum. Data were gathered over a three-semester period through pre-service teachers’ lesson plans, materials, a final academic report, and a semi-structured interview. Data were analyzed based on the principles of thematic data analysis. Findings revealed that student teachers approached knowledge from an ecological perspective coming from different ways of knowing, seeing, being and living in the world. At the same time, the ecology of knowledges helped them to overcome the challenges they faced during the project. |
format | Online Article Text |
id | pubmed-10632588 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | F1000 Research Limited |
record_format | MEDLINE/PubMed |
spelling | pubmed-106325882023-11-10 Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum Quintero, Luz Mary Olarte Clavijo, Amparo F1000Res Research Article Despite significant advances in the epistemological frameworks that guide teacher education in Colombia and elsewhere, it continues to be governed mostly by traditional Eurocentric paradigms. Decolonizing teacher education requires epistemological moves to resignify the plurality of local knowledges and praxis. This article aims at reporting a qualitative research project carried out with three student teachers of a teacher education program with emphasis on English, at a public university in the northeast of Colombia. The main objective was to explore and reflect on how EFL pre-service teachers incorporated knowledge of local communities as resources for language teaching and learning during the practicum. Data were gathered over a three-semester period through pre-service teachers’ lesson plans, materials, a final academic report, and a semi-structured interview. Data were analyzed based on the principles of thematic data analysis. Findings revealed that student teachers approached knowledge from an ecological perspective coming from different ways of knowing, seeing, being and living in the world. At the same time, the ecology of knowledges helped them to overcome the challenges they faced during the project. F1000 Research Limited 2023-10-04 /pmc/articles/PMC10632588/ /pubmed/37954064 http://dx.doi.org/10.12688/f1000research.133704.1 Text en Copyright: © 2023 Quintero LM and Olarte Clavijo A https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Research Article Quintero, Luz Mary Olarte Clavijo, Amparo Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum |
title | Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum |
title_full | Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum |
title_fullStr | Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum |
title_full_unstemmed | Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum |
title_short | Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum |
title_sort | decolonizing elt teacher education by incorporating knowledge of local communities in the teaching practicum |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10632588/ https://www.ncbi.nlm.nih.gov/pubmed/37954064 http://dx.doi.org/10.12688/f1000research.133704.1 |
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