SELF-CONFRONTATION: A GATEWAY TOWARDS THE UNDERSTANDING OF ENGLISH TEACHERS’ PEDAGOGICAL PRACTICE AUTOCONFRONTACIÓN: UNA APERTURA A LA COMPRENSIÓN DE LAS PRÁCTICAS PEDAGÓGICAS DE LOS MAESTROS DE INGLÉS AUTOCONFRONTAÇÃO: UMA ABERTURA PARA A COMPREENSÃO DAS PRÁTICAS PEDAGÓGICAS DE PROFESSORES DE INGLÊS

1 maria.tellez@uexternado.edu.co Magíster en Educación con énfasis en Desarrollo Humano y Valores de la Universidad Externado de Colombia. Es licenciada en lenguas modernas de la Universidad de los Andes. Actualmente cursa sus estudios de Doctorado en Ciencias de la Educación en la Universidad Pedagógica y Tecnológica de Colombia en Tunja. Docente titular de la Facultad de Ciencias de la Educación de la Universidad Externado de Colombia email: maria.tellez@uexternado.edu.co Universidad Externado de Colombia, Bogotá, Colombia. https://orcid. org/0000-0002-9010-1862 ABSTRACT

The purpose of the current study was to unveil what knowledges emerged from the reflection on action of the participants' practices through self-confrontation. Data gathering instruments included a semi-structured and a focus group interviews, self-confrontation video recording transcripts and field notes. The thematic analysis was used to interpret data. The initial findings from M1 evinced that she reflected on her practices by relying on her empirical, experiential, and reflective knowledge.

KEYWORDS:
reflection on action, self-confrontation, teachers' knowledge, pedagogical practices This research study (in progress) entitled Las prácticas pedagógicas de los maestros de inglés de la educación básica y media: La reflexión sobre la acción para la transformación (Pedagogical practices from primary and high school English teachers: Reflection on action towards transformation) belongs to my current studies at the PhD program in Education at Universidad Pedagógica y Tecnológica de Colombia UPTC RUDECOLOMBIA in Tunja, sponsored by Universidad Externado de Colombia. than one decade in a private university. Thanks to a teaching professional development seminar that I hosted, I observed that teachers were not used to reflect on their practices. The outcomes of a preliminary survey conducted to some of those teachers showed that teachers were not used to reflecting, registering reflections, or analyzing daily classroom practices. Under those circumstances, no record of classroom practice analysis was held.
In addition, I realized that investigations conducted in in-service EFL teachers' knowledge were still areas to be explored in Colombia.
Teachers' knowledge has been studied for some decades and scholars have developed several frameworks to address such an important topic in several countries. Nevertheless, few scholars have undertaken research about local pre-and in-service EFL teachers' knowledge in Colombia.
To comprehend pedagogical practices of preand in-service teachers, it is necessary for education programs to take account of theoretical foundation to understand teachers' knowledge.
Fandiño (2013)  Based on the facts and theory abovementioned, the research question on the study was the following: What knowledges are unveiled from the reflection on action of four in-service EFL teachers' pedagogical practices through a selfconfrontation method (simple and crossed)?
The objectives were: to describe in-service teachers' pedagogical knowledge, pedagogical content knowledge, and content knowledge of the field of study through self-confrontation method (simple and crossed); to comprehend English as a Foreign Language (EFL) teachers' lived experiences through self-confrontation; and to develop some principles for in-service teachers to foster the reflection of pedagogical practices through self-confrontation. I conducted this study with four in-service EFL teachers who work in primary or high school, in three public institutions, and one concession school.

THEORETICAL FRAMEWORK
The theoretical framework relies on five core pillars: Two decisive events in Colombian education, the influence of National Bilingual Program on EFL pedagogical practices, the relevance of reflection on teachers' actions; self-confrontation (simple and crossed), and knowledges of teachers.  (Núñez-Pardo, 2020b). Thus, reflection on EFL practices needs to be adopted as a recurrent exercise to allow for teachers' self-appraisal of actions (Núñez et al., 2006 Additionally, Korthagen and Vasalos (2005) underscore the capacity to engage themselves in thinking about their actions. Thence, people reflect on their learning by linking their thoughts and experiences to their learning (Boud et al., 2005;Duley, 1995) and so do teachers to assess themselves and transform their practices (McAlpine & Weston, 2000).
The pedagogical practices of participants were analyzed from two angles in terms of reflection: the first reflection involves an individual reflection in situ, in teachers' classroom decisions while teaching is taken place. This is called "reflection in action" (Schön, 1992, p. 37). The second angle refers to "reflection on action" (Schön, 1992, p. 36). This reflection occurs when people take time to think about their own actions after they have happened. This reflection is also called by Perrenoud (1998) "a posteriori" and can lead to knowledge.
Furthermore, reflection is not only a selfreflective process, but also can be enriched by others through their feedback (Soisangwarn & Wongwanich, 2014;Lund, 2016). According to abovementioned ways to approach reflection, there are two types of methods that involve it and become relevant to study teaching practices.

CROSSED)
Self-confrontation is a method that allows people to observe, recall and reflect on their practices to look for adjustments (Ceni Dinardi, 2009;Cicurel, 2016;Pam, 2013). It uses video recordings with the purpose of going in-depth in people's actions. Eachus (1965) attests that using video recordings offer the possibility to self-confront or provide feedback to others. Selfconfrontation is also conceived as a method that has benefits in psychological advice to enhance behavioral changes in people (Lyddon, et al., 2006 ( 7 ) : · 2 3 0 · the activities observed. Both self-confrontations are guided by a researcher or counselor (Clot et al., 2000).
In this research study I followed two kinds of self-confrontation (simple and crossed) to foster in-service EFL teachers' reflection on their pedagogical practices based on two of their videorecorded class sessions with the purpose of unveiling what knowledges emerged from the reflection on action.

KNOWLEDGES OF TEACHERS
To understand teachers' knowledge within the research study I conducted, I present some types of knowledge revealed in-service EFL teachers.
Teachers' knowledge is nourished by different types of knowledge along teachers' professional life as content knowledge, curriculum knowledge, and experiential knowledge (Tardif et al., 1991) and there are many aspects that determine its development (Révai & Guerreiro, 2017;Liu, 2010 and knowledge of (professional) self" (p. 122).
In sum, there are several knowledges involved in the teaching and learning of a subject matter.
However, I also followed Kincheloe's (2004) critical view regarding teachers' knowledge.
The empirical is oriented to the observation of practices relying on a contextualized perspective involving sociocultural and political strands influencing them; the normative is centered on the relevance of norms and ethics to get rid of inequity within the classroom and educational ( 7 ) : To analyze data, first, I followed the thematic approach proposed by Braun and Clarke (2006): "a method for identifying, analysing, and reporting patterns (themes) within data. It minimally organises and describes your data set in (rich) detail" (p. 6). According to the authors, "Through its theoretical freedom, thematic analysis provides a flexible and useful research tool, which can potentially provide a rich and detailed, yet complex account of data" (p. 5).
In this study, I transcribed each one of the instruments to be familiarized in-depth with data.
Then, I used color coding to identify patterns and themes. After that, I systematized them in a matrix to triangulate data in which I classified the information found to interpret and refine the themes as part of a second moment of analysis to comprehend the in-service EFL teaching practices through the lens of the hermeneutic phenomenology proposed by van Manen (1990,1994). Hermeneutic phenomenology considers people's meanings and experiences major aspects fundamental to interpret them by using the thematic analysis. Currently, I am in the process of revising the themes to label them accordingly.

FINDINGS IN PARTICIPANT M1
As previously mentioned, this article only presents data of one participant. The first knowledge evinced was the empirical one. To this respect, Kincheloe (2004)   What counts is their progress along the year.

S E L F -C O N F R O N T A T I O N : A G A T E W A Y T O W A R D S T H E U N D E R S T A N D I N G O F E N G L I S H T E A C H E R´S P E D A G O G I C A L P R A C T I C E
· 2 3 4 · teachers' realities. Context shaped M1 practice.
Based on Kincheloe's words, participant M1 not only understood her context, but also reflected on activities that could reach students' learning.
In the following example from the semi-structured In addition, M1 showed her "reflection in action" and "reflection on action" to explain her activities. Schön (1992) (Schön, 1992). Apparently, this type of reflection is unanticipated. It might be done when we face any circumstance in which we need to proceed immediately. This corresponds to a reflection in action (Schön, 1992). M1 made a decision that was not contemplated, and she validated that she frequently made quick decisions to do something in concrete. This situation was evinced after watching her video recorded class activity through her simple selfconfrontation, which allowed her to reflect on her decision making. Schön (1992) stresses that in unexpected circumstances our knowledge in action might help us to rethink over the actions done to reflect on action.
In the samples below, M1 was describing her class activity to another participant (M3) and she perceived that her students did not remember a previous activity. Thus, she changed the activity she had planned and improvised a review as an unprepared one. In the field notes shown below, M1 considers that her students knew the vocabulary practiced. However, she realized they did not. As a result, she created a new activity emerged from her reflection in action. This reflection on action allowed to evince her reflection in action, thanks to the selfconfrontations.
M1: I had started taking up the parts of the house and started connecting them with house chores immediately. I only saw the second part. Once I noticed that they did not remember much. I said, "let's have a review right now" and I sent them to take out the activity that they had forgotten. That was the assessment from the previous class. M1 assumed that the students already knew the vocabulary that they had worked on and found that they were lost. Therefore, they changed their mind due to their reflection on the action.

S E L F -C O N F R O N T A T I O N : A G A T E W A Y T O W A R D S T H E U N D E R S T A N D I N G O F E N G L I S H T E A C H E R´S P E D A G O G I C A L P R A C T I C E
· 2 3 6 · to do through a survey to see what they knew.
Apparently, due to the challenges faced in her class, the teacher followed a different activity from the one she had been planned. Field notes, The previous samples show M1's decision making process as a result of the specific circumstances she was facing. This was a consequence of her reflection in action. In this sense, Schön (1992) claims that an action that is ongoing can be combined with another one, which integrates reflection in action concurrently.  ( 7 )