Ser un profesor de inglés en formación en tiempos de Covid-19: Un estudio narrativo

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Gabriela Valencia Revelo https://orcid.org/0000-0002-1646-944X

Keywords

COVID-19, Profesores de inglés en formación, Experiencias, Prácticas, Innovaciones pedagógicas

Resumen

Los procesos de formación de docente vía practicas pedagógicas involucran tensiones entre los objetivos académicos de la universidad y aquellos de la escuela. Algunas tensiones se vieron exacerbadas por la contingencia del COVID-19. Este estudio narrativo cualitativo buscó comprender las perspectivas de tres aspirantes a profesores de inglés a medida que utilizaron innovaciones pedagógicas durante su práctica docente bajo la educación remota de emergencia. Los datos fueron recolectados a través de entrevistas semiestructuradas y analizados utilizando los principios de la teoría fundamentada. Los resultados muestran experiencias antes, durante y después de la práctica. Ellas ejemplifican métodos basados en conocimientos formales y experienciales para la práctica, preocupación por el acompañamiento de docentes o supervisores, y aprendizajes reflexivos a partir de experiencias vividas de aspirantes a docentes durante su práctica docente. Las conclusiones llaman a la concordancia entre los procesos involucrados en el desarrollo de la enseñanza de idiomas y las necesidades académicas, así como la autonomía de los futuros docentes para el enriquecimiento de la práctica.

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