Pre-Service English Teachers’ Voices About the Teaching Practicum

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Jairo Enrique Castañeda-Trujillo
Ana Jackelin Aguirre-Hernández


This paper shows the results of a pedagogical experience with a group of pre-service English teachers during their first semester of teaching practicum. The data were collected by means of reflection papers written by them, and then the resulting papers were analyzed under the principles of codification of grounded theory. The results show that pre-service English teachers develop a sense of awareness of the context they work on. Also, the mentor teacher is important in such understanding, because she or he provides theories and personal experiences that contribute to the reflection. Finally, we conclude that pre-service teachers’ reflections could contribute to curriculum development, so, it is advisable that language teacher education programs provide the mechanisms to give them a voice.

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How to Cite
Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-Service English Teachers’ Voices About the Teaching Practicum. HOW Journal, 25(1), 156-173.
Reports on Pedagogical Experiences
Author Biographies

Jairo Enrique Castañeda-Trujillo, Universidad de La Salle - Bogotá, Colombia Universidad Distrital Francisco José de Caldas - DIE

Jairo Enrique Castañeda-Trujillo is an assistant teacher and researcher in the BA program in modern languages and Spanish, Universidad de La Salle (Colombia). He is currently pursuing a PhD degree in education with an emphasis on English language teaching at Universidad Distrital Francisco José de Caldas (Colombia).

Ana Jackelin Aguirre-Hernández, Universidad de La Salle - Bogotá

Ana Jackelin Aguirre-Hernández is an English language teacher and researcher in the BA program in modern languages and Spanish, Universidad de La Salle (Colombia). She holds an M.Ed. from Universidad de los Andes (Colombia) and a BA in English teaching from Universidad Distrital Francisco José de Caldas (Colombia).


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