Abstract

CASTANEDA, Harold Andrés. Architectures of Social Aspects in the Pedagogical Practice of Professors in Foreign Language Formation. Rev. colomb. educ. [online]. 2018, n.75, pp.139-158. ISSN 0120-3916.

Local research on the pedagogical practice of pre-service foreign language teachers has mostly revolved around the role of reflection. This research article suggests that it is necessary to understand the architectures of practice that are socially constructed in this context. The study focuses on the social dimension of the ways of knowing, doing and relating of 184 participants who completed a self-evaluation format from which narrative events were taken. The analysis of narrative events was methodologically developed from the perspective of grounded theory. The findings illustrate tentatively, among other things that a plausible architecture of practice is manifested in the intersection of their own interpretation frameworks not always recognized in the literature, in positions conveyed through the gaze of the other and their willingness to face diverse contexts of teaching and in the joint action together with the achievement of social capital of the pre-service foreign language teacher.

Keywords : Practice Architectures; Teacher Training; Ways of Knowing; Ways of Doing; Ways of Relating; Foreign Languages..

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