School of languages, Universidad Industrial de Santander, Bucaramanga, Santander, 680001, Colombia.
Universidad Distrital Francisco Jose de Caldas, Bogotá, Bogota, 11321, Colombia.
F1000Res. 2023 Oct 4;12:1264. doi: 10.12688/f1000research.133704.1. eCollection 2023.
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.
尽管在指导哥伦比亚和其他地区教师教育的认识论框架方面取得了重大进展，但它仍然主要受传统的欧洲中心范式支配。教师教育的去殖民化需要在认识论上重新赋予地方知识和实践的多样性。本文旨在报告一项在哥伦比亚东北部一所公立大学进行的、以英语为重点的教师教育计划的三名学生教师的定性研究项目。主要目的是探讨和反思 EFL 职前教师如何在实习期间将当地社区的知识作为语言教学和学习的资源纳入。数据通过职前教师的课程计划、材料、最终学术报告和半结构化访谈，在三个学期的时间内收集。数据分析基于主题数据分析的原则。研究结果表明，学生教师从不同的认知方式、看待、存在和生活方式的生态角度来接近知识。同时，知识的生态系统帮助他们克服了项目中面临的挑战。
