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

Sandra Viviana Pinzón Capador, Carmen Helena Guerrero Nieto

Abstract


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.


Keywords


Innovation; practicum; pre-service teacher; technology

Full Text:

PDF HTML

References


Aguirre, I. (2014). Exploring pre-service EFL teachers’ beliefs about their roles in an elementary school classroom in regard to pedagogical and emotional aspects of students. HOW, 21(1), 26-41. https://doi.org/10.19183/how.21.1.13.

Alonso de Castro, M. G. (2014). Educational projects based on mobile learning. Education in the Knowledge Society (EKS), 15(1), 10-19.

Arias, L. D., Buitrago, Z. R., & Pineda, C. (2011). ICT in the professional development of EFL teachers: Perceptions and challenges. Folios, 33(1), 25-42. https://doi.org/10.17227/01234870.33folios25.42.

Barraza, A. (2005). Una conceptualización comprehensiva de la innovación educativa [A comprehensive conceptualization of educational innovation]. Innovación Educativa, 5(28), 19-31.

Belk, R. W. (Ed.). (2007). Handbook of qualitative research methods in marketing. Cheltenham, UK: Edward Elgar Publishing.

Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. https://doi.org/10.1111/j.1467-8535.2007.00793.x.

Canagarajah, A. S. (2009). Resisting linguistic imperialism in English teaching. Oxford, UK: Oxford University Press.

Cárdenas, A., & Suárez-Osorio, J. M. (2009). Pre-service teachers’ knowledge base at La Salle university. HOW, 16(1), 113-130.

Castañeda-Trujillo, J. (2016, November). Unveiling ideological foundations in English language teacher education. Lecture presented at the XXII Symposium on Research in Applied Linguistics & IV International Symposium on Literacies and Discourse Studies. Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.

Castañeda-Trujillo, J. (2017). Voices from the south: English language pre-service teachers contributions to ELTE. In H. Castañeda-Peña (Ed.), ELT Research Agendas I. Bogotá, CO: Universidad Distrital.

Castellanos, J. (2013). The role of English pre-service teachers’ beliefs about teaching in teacher education programs. Profile: Issues in Teachers’ Professional Development, 15(1), 195-206.

Castro, A. Y., & López, S. F. (2014). Communication strategies used by pre-service English teachers of different proficiency levels. HOW, 21(1), 10-25. https://doi.org/10.19183/how.21.1.12.

Caudill, J. G. (2007). The growth of m-learning and the growth of mobile computing: Parallel developments. The International Review of Research in Open and Distance Learning, 8(2), 1-13. https://doi.org/10.19173/irrodl.v8i2.348.

Clavijo Olarte, A., & Quintero, L. M. (2012). Una experiencia de formación inicial de docentes de inglés para la inclusión de las TIC en la enseñanza de lenguas [An experience of initial English teaching training incorporating ICT in language teaching]. Folios, (36), 37-49. https://doi.org/10.17227/01234870.36folios37.49.

Cota, S. D., & Ruiz-Esparza, E. (2012). Pre-service teachers’ beliefs about language teaching and learning: A longitudinal study. Profile: Issues in Teachers’ Professional Development, 15(1), 81-95.

Day, R. (n.d.). Models and the knowledge base of second language teacher education. University of Hawai’i Working Papers in ESL, 11(2), 1-13.

De Sousa Santos, B. (2011). Epistemologías del sur [Epistemologies of the South]. Utopía y Praxis Latinoamericana, 16(54), 17-39.

Díaz Benavides, D. M. (2013). The way student-teachers construct their identity at school. HOW, 20(1), 36-50.

Ericsson, K. A., & Simon, H. A. (1984). Protocol analysis: Verbal reports and data. Cambridge, US: MIT Press.

Espitia, M. I., & Kwinta, A. (2012). “Buddy System”: A pedagogical innovation to promote online interaction. Profile: Issues in Teachers’ Professional Development, 15(1), 207-221.

Fandiño, Y. J. (2012). The impact of ICT training through wikis on in-service EFL teachers: Changes in beliefs, attitudes, and competencies. HOW, 19(1), 11-32.

Flyvbjerg, B. (n.d.). Phronetic planning research: Theoretical and methodological reflections. Retrieved from http://eureka.sbs.ox.ac.uk/4842/1/SSRN-id2278320.pdf.

Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417. https://doi.org/10.2307/3588114.

Galvis, H. A. (2011). Transforming traditional communicative language instruction into computer technology-based instruction: Experiences, challenges and considerations. Folios, 34(2), 93-102. https://doi.org/10.17227/01234870.34folios93.102.

Georgiev, T., Georgieva, E., & Smrikarov, A. (2004, June). M-learning: A new stage of e-learning. Paper presented at the International Conference on Computer Systems and Technologies: CompSys Tech 2004, Rousse, Bulgaria. https://doi.org/10.1145/1050330.1050437.

Guy, R. (2010). Mobile learning: Pilot projects and initiatives. Santa Rosa, US: Informing Science Press.

Halverson, R. (2004). Accessing, documenting, and communicating practical wisdom: The phronesis of school leadership practice. American Journal of Education, 111(1), 90-121. https://doi.org/10.1086/424721.

Harmer, J. (2009). The practice of English language teaching (4th ed.). Harlow, UK: Longman.

Herrera, L. (2017). Impact of implementing a virtual learning environment (VLE) in the EFL classroom. Íkala, Revista de Lenguaje y Cultura, 22(3), 479-498. https://doi.org/10.17533/udea.ikala.v22n03a07.

Herrera, L. E., Cruz, M., & Sandoval, M. A. (2014). Using personal portable devices as learning tools in the English class. HOW, 21(2), 74-93. https://doi.org/10.19183/how.21.2.5.

Herrero, R., Marín, V., & González, I. (2016). Las tecnologías de la información y la comunicación como medio educativo para la adquisición de competencias profesionales del alumnado de educación superior [Information and communication technologies as educational means for the acquisition of professional skills in higher education students]. Diálogos Pedagógicos, 14(28), 23-40.

Hofer, B. K. (2004). Exploring the dimensions of personal epistemology in differing classroom contexts: Students’ interpretations during the first year of college. Contemporary Educational Psychology, 29(2), 129-163. https://doi.org/10.1016/j.cedpsych.2004.01.002.

Huberman, A. M. (1973). Cómo se realizan los cambios en la educación: una contribución al estudio de la innovación. Paris, FR: UNESCO.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, US: Yale University Press.

Loughran, J., & Hamilton, M. L. (Eds.). (2016). International handbook of teacher education. Singapore, SG: Springer Science and Business Media.

Macías, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for pre-service foreign language teachers. Profile: Issues in Teachers’ Professional Development, 17(2), 81-99. https://doi.org/10.15446/profile.v17n2.43641.

Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, (84), 231-259. https://doi.org/10.1037/0033-295X.84.3.231.

Nunan, D. (2010). Research methods in language learning. Cambridge, UK: Cambridge University Press.

Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia - Social and Behavioral Sciences, 28, 937-942. https://doi.org/10.1016/j.sbspro.2011.11.173.

Pinkwart, N., Hoppe, H. U., Milrad, M., & Perez, J. (2003). Educational scenarios for the cooperative use of personal digital assistants. Journal of Computer Assisted Learning, 19(3), 383-391. https://doi.org/10.1046/j.0266-4909.2003.00039.x.

Prensky, M. (2001). Digital natives, digital immigrants: Part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816.

Quintero, A. H. (2016). Creating a pedagogical space that fosters the (re)construction of self through life stories of pre-service English language teachers. HOW, 23(2), 106-124. https://doi.org/10.19183/how.23.2.293.

Rimari, W. (n.d.). La innovación educativa: un instrumento de desarrollo. Retrieved from http://www.uaa.mx/direcciones/dgdp/defaa/descargas/innovacion_educativa_octubre.pdf.

Rogers, E. M. (1995). Diffusion of innovations (4th ed.). New York, US: The Free Press.

Roland, K., & Beckford, C. (2010). Supporting associate teaching and mentoring of teacher candidates: Building a community of practice. Literacy Information and Computer Education Journal, 1(2), 153-162. https://doi.org/10.20533/licej.2040.2589.2010.0015.

Schwitzgebel, E. (2016). Introspection. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Winter 2016). Stanford, US: Stanford University. Retrieved from https://plato.stanford.edu/archives/win2016/entries/introspection/.

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411.

Suárez, S. A., & Basto, E. A. (2017). Identifying pre-service teachers’ beliefs about teaching EFL and their potential changes. Profile Issues in Teachers’ Professional Development, 19(2), 167-184. https://doi.org/10.15446/profile.v19n2.59675.

Traxler, J. (2005, June). Defining mobile learning. Paper presented at the IADIS International Conference on Mobile Learning, Qwara, Malta.

Trifonova, A., & Ronchetti, M. (2003, November). Where is mobile learning going? Paper presented at the E-Learn 2003 Conference, Phoenix, USA.

Usma, J., & Frodden, C. (2003). Promoting teacher autonomy through educational innovation. Íkala, Revista de Lenguaje y Cultura, 8(14), 101-132.

Viáfara, J. J. (2011). Reviewing the intersection between foreign language teacher education and technology. HOW, 18(1), 210-228.




DOI: http://dx.doi.org/10.19183/how.25.2.459

Refbacks

  • There are currently no refbacks.


ASOCOPI is a TESOL affiliate and a member of IATEFL
Please send all correspondence to the HOW journal:
Carrera 27 A # 53 – 06 Of. 405, Bogotá, Colombia.
Phone/Fax: 57(1) 2115018
E-mail: how.journal.colombia@gmail.com
ISSN 0120-5927