Voices of students and teachers: narratives as counter-public spheres in English teacher training courses

Authors

Keywords:

english teacher training course, epistemological turn, narratives, voices, identity

Abstract

English teacher training courses have been generally rooted in a positivist paradigm. Because of an epistemological turn, this paradigm is changing looking for local answers appropriate for the sociopolitical and economic contexts where the prospective teachers are bound to teach. This change implies confronting myths such as the advantages of being a native speaker of the language and creating teachers as transformative intellectuals in their working environments. This paper proposes the use of narratives as a pedagogical tool and at the same time as a methodology of analysis in order to arouse voices of teachers and students searching for that new identity.

Author Biographies

  • Claudia De Laurentis, National University of Mar del Plata
    Profesora en Inglés (UNMDP) – Licenciada en Ciencia Política (UNR). Especialista en Docencia Universitaria (UNMDP). Becaria de Iniciación de la UNMDP. Forma parte del Grupo de Investigaciones en Educación y Estudios Culturales (GIEEC) Facultad de Humanidades/ UNMDP
  • Luis Porta, National University of Mar del Plata
    Doctor en Pedagogía. Profesor Titular Regular en la asignatura Problemática Educativa. Director del Grupo de Investigaciones en Educación y Estudios Culturales (UNMDP). Director de la carrera de Especialización en Docencia Universitaria (UNMDP). Docente investigador categoría 1.

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Issue

Vol. 18 No. 1 (2014): enero-julio

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Artículos

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How to Cite

Voices of students and teachers: narratives as counter-public spheres in English teacher training courses. (2014). Praxis Educativa, 18(1), 32-41. https://ojs.unlpam.edu.ar/index.php/praxis/article/view/886