Teaching Practice of Pre-service Teachers as a Situated Social Practice
DOI:
https://doi.org/10.5294/edu.2021.24.2.3Keywords:
Practice architecture, second language instruction, preservice teacher education, teaching practice, know-how transfer, knowledge transferAbstract
Transfer has been little studied in the teaching practice period of preservice language teachers from frameworks that conceive it as a social practice with an architecture. This study looks into transfer as a situated social practice. It presents the results of qualitative research in which 389 preservice teachers from 16 cohorts of the foreign language undergraduate program provided a self-assessment at the end of their teaching practice. The students completed their practice as English and French teachers at a private university in Bogotá (Colombia) between 2009 and 2016. The coaxial analysis of narrative events found that transfer goes beyond the dichotomous theory/practice view and is perceived as a situated social practice within practice architectures comprising 1) shared theoretical discursive modes and resistance discursive modes, 2) ways of doing as a transformation from experience in practice, and 3) ways of relating, where curricular agents participating in the practice play a significant role.
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