Living the Teaching Practicum Within Dichotomies: The Story From Within When Implementing ICTs in the English Language Classroom

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Sandra Viviana Pinzón Capador
Carmen Helena Guerrero Nieto


This article reports the results of an introspective research conducted by a student-teacher and her advisor. Both met regularly over a period of one year and a half as part of the student-teacher academic work for the Research I class. As a result of their conversation the student-teacher and her advisor decided to document the former’s experience during her teaching practicum as she was trying to implement an innovation using m-learning in a public school in Bogotá. The analysis of data (narrative introspection, introspective interview, and lesson plans) shows that the student-teacher lived her teaching practicum within dichotomies in three dimensions we named negotiating between epistemologies, making up for logistic/technological flaws, and mending the self: between frustration and achievement.

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Pinzón Capador, S. V., & Guerrero Nieto, C. H. (2018). Living the Teaching Practicum Within Dichotomies: The Story From Within When Implementing ICTs in the English Language Classroom. HOW, 25(2), 69–89.
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Author Biographies

Sandra Viviana Pinzón Capador, Universidad Distrital Francisco José de Caldas

Sandra Viviana Pinzón Capador is a student-teacher at Universidad Distrital Francisco José de Caldas. Currently, she is working as an English teacher with kids from 3 to 5 years old.

Carmen Helena Guerrero Nieto

Carmen Helena Guerrero Nieto is a full-time teacher in the PhD program in Education and the MA in Communication Education at the Universidad Distrital. Her publications are in critical pedagogy, bilingualism, and teacher education. She is the main researcher of the group Critical Studies on Educational Policies and serves as the vice-president of ASOCOPI.


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