Knowledge-Base in ELT Education: A Narrative-Driven Discussion

Main Article Content

Angela Yicely Castro-Gárces

Abstract

Knowledge and experience, mediated by reflection, are essential components in teacher education and development programs. This paper discusses core elements that have guided ELT education in the last years and analyzes the case of five English language teacher educators who –in the Colombian context—reflect on their own pedagogical practices through narrative. I guide the discussion by four probing questions that generate a reflective overview of English language teachers’ knowledge-base, identity construction, and decision-making when it comes to localizing knowledge. This reflection uncovers teacher educators’ gains and challenges as it becomes input for those others who are at different stages of their teaching career.

Article Details

How to Cite
Castro-GárcesA. Y. (2022). Knowledge-Base in ELT Education: A Narrative-Driven Discussion. HOW Journal, 29(1), 194-211. https://doi.org/10.19183/how.29.1.608
Section
Reflections and Revision of Themes
Author Biography

Angela Yicely Castro-Gárces, Universidad del Cauca

She has a B.A. in Modern Languages, a Specialization in Pedagogy of Reading and Writing, and an M.A. in TESOL. She is a Ph.D. student at Universidad del Valle, and a Professor at Universidad del Cauca. Her research interests include teachers’ professional development, literacy studies and intercultural communication.

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