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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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2020-07-01
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| Series: | Profile: Issues in Teachers' Professional Development |
| Subjects: | |
| Online Access: | https://revistas.unal.edu.co/index.php/profile/article/view/80687 |
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| author | Diego F. Ubaque-Casallas Edgar Aguirre-Garzón |
| author_facet | Diego F. Ubaque-Casallas Edgar Aguirre-Garzón |
| author_sort | Diego F. Ubaque-Casallas |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-2ea723cb1991468388077c8a27b922fa |
| institution | Kabale University |
| issn | 1657-0790 |
| language | English |
| publishDate | 2020-07-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile: Issues in Teachers' Professional Development |
| spelling | doaj-art-2ea723cb1991468388077c8a27b922fa2025-08-20T03:55:07ZengUniversidad Nacional de ColombiaProfile: Issues in Teachers' Professional Development1657-07902020-07-0122213114410.15446/profile.v22n2.80687Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student TeachersDiego F. Ubaque-Casallas0Edgar Aguirre-Garzón1Universidad Distrital Francisco José de CaldasPontificia Universidad JaverianaThis 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.https://revistas.unal.edu.co/index.php/profile/article/view/80687foreign language teachinglesson planningstudent teachersteacher epistemologyteacher identityteaching practicum |
| spellingShingle | Diego F. Ubaque-Casallas Edgar Aguirre-Garzón Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers Profile: Issues in Teachers' Professional Development foreign language teaching lesson planning student teachers teacher epistemology teacher identity teaching practicum |
| title | Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers |
| title_full | Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers |
| title_fullStr | Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers |
| title_full_unstemmed | Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers |
| title_short | Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers |
| title_sort | re signifying teacher epistemologies through lesson planning a study on language student teachers |
| topic | foreign language teaching lesson planning student teachers teacher epistemology teacher identity teaching practicum |
| url | https://revistas.unal.edu.co/index.php/profile/article/view/80687 |
| work_keys_str_mv | AT diegofubaquecasallas resignifyingteacherepistemologiesthroughlessonplanningastudyonlanguagestudentteachers AT edgaraguirregarzon resignifyingteacherepistemologiesthroughlessonplanningastudyonlanguagestudentteachers |