Reconstructing a Personal Story about Being a Teacher Educator and a Researcher

Main Article Content

Jairo Enrique Castañeda-Trujillo


This article presents an autoethnographic exercise focused on exploring my history as a teacher educator and researcher in ELT. With this article, I try to show, starting from my life experiences as a teacher and the different concerns that arose during them, my transformation as a researcher. Likewise, I analyze how these transformations are also derived from working with the pre-service English language teachers belonging to a research seedbed focused on doing autoethnographic research. Similarly, I show how my research work has helped others to establish a context for their research. Finally, the reflections derived from my experiences and what I learned while co-investigating in the research seedbed led me to see that continuing to work on the transformation of ELT education in Colombia is necessary.

Article Details

How to Cite
Castañeda-Trujillo, J. E. . (2021). Reconstructing a Personal Story about Being a Teacher Educator and a Researcher. HOW, 28(3), 173–185.
Reflections and Revision of Themes
Author Biography

Jairo Enrique Castañeda-Trujillo, Universidad Surcolombiana

He is an assistant professor and researcher at the Universidad Surcolombiana. Currently, he is finishing his doctoral studies in Education - ELT emphasis - at the Universidad Distrital Francisco José de Caldas. He is the current president of ASOCOPI (Colombian Association of English Teachers).


Alexander, B. K. (2013). Teaching autoethnography and autoethnography pedagogy. In S. Holman, T. Adams, & C. Ellis (Eds). Handbook of autoethnography (pp. 538-556). Routledge.

Ariza Quiñones, K. J., Hernandez Polo, L. D., Lesmes, K. J., & Molina, E. L. (2021). Pre-service English teachers’ experiences in their first teaching practicum: A collaborative autoethnography [Manuscript submitted for publication]. Universidad Surcolombiana.

Bonilla Medina, S. X., & Samacá Bohórquez, Y. (2020). Modern and postmodern views of education that shape EFL mentoring in the teaching practicum. Colombian Applied Linguistics Journal, 22(1), 55-68.

Buendía-Árias, X. P., André-Arenas, A., & Rosado-Mendinueta, N. del R. (2020). Factors shaping EFL preservice teachers’ identity configuration. Íkala, 25(3), 583-603.

Campos Campos, M. P., Garzón Roa, S., Mendez, P., & Castañeda-Trujillo, J. C. (2021) A collaborative autoethnography on raciolinguistic experiences and the construction of linguistic identities during an intercultural exchange [Manuscript submitted for publication]. Universidad Surcolombiana.

Castañeda-Londoño, A. (2021). Moving from what do English teachers know? to how do English teachers experience knowledge? A decolonial perspective in the study of English teachers’ knowledge. GIST – Education and Learning Research Journal, (22), 75–101.

Castañeda-Trujillo, J. E. (2018). Voices from the south: English language pre-service teachers contributions to ELTE. In H. Castañeda-Peña et al., ELT Local Research Agendas I (pp. 192-218). Universidad Distrital Francisco José de Caldas.

Castañeda-Trujillo, J. E. (2019). Los profesores de inglés (re)clamando por un cambio en el concepto de formación inicial de profesores. Enletawa Journal, 12(1), 62-79.

Castañeda-Trujillo, J. E. (2020). Untangling initial English teaching education from pre-service teachers’ collaborative autoethnographies. In H. Castañeda-Peña et al., Methodological uncertainties of research in ELT education I (pp. 219-239). Universidad Distrital Francisco José de Caldas.

Castañeda-Trujillo, J. E. (2021). Taking stock of research about initial English language teacher education in Colombia [Manuscript submitted for publication]. Universidad Distrital Francisco José de Caldas.

Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-service English teachers’ voices about the teaching practicum. HOW, 25(1), 156-173.

Chang, H. (2008). Autoethnography as method. Routledge.

Cortés Rozo, E. J., Suárez Vergara, D. A., & Castañeda-Trujillo, J. E. (2019). Exploring students’ context representations by using songs in English with a social content. Profile: Issues in TeachersProfessional Development, 21(2), 129-141.

Cuervo-Rodríguez, K. A., & Castañeda-Trujillo, J. E. (2021). Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers. HOW Journal, 28(2), 79-96.

de Sousa Santos, B. (2014). Epistemologies of the South: Justice against epistemicide. Routledge.

Ellis, C., Adams, T., & Bochner, A. (2011). Autoethnography: An overview. Forum: Qualitative Research, 12(1), Article 10.

Flores, N., & Rosa, J. (2015). Undoing Appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149-171.

Grosfoguel, R. (2008). Transmodernity, border thinking, and global coloniality: Decolonizing political economy and postcolonial studies. Eurozine.

Holman-Jones, S., Adams, T., & Ellis, C. (2013). Coming to know autoethnography as more than a method. In S. Holman Jones, T. Adams, & C. Ellis (Eds). Handbook of Autoethnography (pp. 17-47). Routledge.

Johnson, K. E., & Golombek, P. R. (2018). Informing and transforming language teacher education pedagogy. Language Teaching Research, 24(1), 116–127.

Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Lawrence Erlbaum.

Lesmes, K. J., & Molina, E. L. (2020, Nov. 27). Pre-service English teachers’ experiences in their first teaching practicum: A collaborative autoethnography. 3rd international Symposium on Research in Foreign Language Teaching: Alternatives in English language teaching to new realities, Universidad Surcolombiana, Neiva, Colombia.

Lucero, E., & Cortés-Ibañez, A. M. (2021). Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program. Profile: Issues in Teachers’ Professional Development, 23(2), 183-198.

Lucero, E., & Roncancio-Castellanos, K. (2019). The pedagogical practicum journey towards becoming an English language teacher. Profile: Issues in TeachersProfessional Development, 21(1), 173-185.

Maldonado-Torres, N. (2007). On the coloniality of being: Contributions to the development of a concept. Cultural Studies, 21(2-3), 240-270.

Méndez Garzón, F. S., & Díaz González, L. D. (2021, June 24). No es fácil ser "yo": Deconstruyendo el Yo de los Profesores de Lenguas Extranjeras a través de la Autoetnografía Colectiva. Primer encuentro de semilleros de investigación Facultades de ciencias y educación: Construir y co- construir desde las experiencias. Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.

Mintz, B. (2021). Neoliberalism and the crisis in higher education: The cost of ideology. American Journal of Economics and Sociology, 80(1), 79-112.

Monroy, F. (2020). Living ELT Experiences from 2017 to 2020: An EFL pre-service teacher story [Bachelor´s monograph]. Universidad Santo Tomás.

Montoya-López, J. C., Mosquera-Andrade, A. V., & Peláez-Henao, O. A. (2020). Inquiring pre-service teachers’ narratives on language policy and identity during their practicum. HOW, 27(2), 51-72.

Munar Villamil, M. Y. (2018). Narrative inquiry study: Experiences and pedagogical reflections upon the pedagogical practices of an English pre-service teacher. [Bachelor´s monograph]. Universidad Santo Tomás.

Núñez-Pardo, A. (2020). Inquiring into the Coloniality of Knowledge, Power, and Being in EFL Textbooks. HOW Journal, 27(2), 113-133.

Olssen, M. & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism, Journal of Education Policy, 20(3), 313-345.

Peynado Muleth, C. C., & Morales Triviño, M. C. (2020, Nov. 5). A collaborative autoethnography on the process of becoming English language teachers in a Public University. 3° Encuentro de investigación formativa y semilleros de investigación, Universidad Uniminuto, Bogotá, Colombia.

Pita-Castro, A. M., & Castiblanco-Rincón, Y. A. (2021). Pre-Service English Language Teachers’ Levels of Reflectivity during the Process of Identity Construction in Pedagogical Practicum: A Snowball? HOW Journal, 28(2), 53-77.

Quijano, A. (2007). Coloniality and modernity/rationality. Cultural Studies, 21(2-3), 168-178.

Ramírez Suarez, L. D., & Castañeda-Trujillo, J. E. (2021). An autoethnographic analysis of English languages teachers’ programs and pre-service teachers’ identity construction. [Manuscript submitted for publication]. Universidad Surcolombiana.

Ubaque-Casallas, D. F., & Aguirre-Garzón, E. (2020). Re-signifying teacher epistemologies through lesson planning: A study on language student teachers. Profile: Issues in TeachersProfessional Development, 22(2), 131-144.

Vasilachis, I. (2009). Los fundamentos ontológicos y epistemológicos de la investigación cualitativa. Forum: Qualitative Social Research, 2(10), 1-26.

Yazan, B. (2019) Identities and ideologies in a language teacher candidate’s autoethnography: Making meaning of storied experience. TESOL Journal, 10, 1-21.