Empowering Non-Licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice

Autor/inn/en	Aguirre-Garzón, Edgar Augusto; Castañeda-Peña, Harold Andrés
Titel	Empowering Non-Licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice
Quelle	In: English Language Teaching, 10 (2017) 8, S.78-92 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Communities of Practice; Sociocultural Patterns; Teacher Qualifications; Pedagogical Content Knowledge; Reflective Teaching; Teaching Methods; Educational Practices; Foreign Countries; Teacher Attitudes; Teacher Empowerment; Case Studies; Faculty Development; Qualitative Research; Semi Structured Interviews; Elementary School Teachers; Secondary School Teachers; Colombia (Bogota) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Community; Soziokulturelle Theorie; Lehrqualifikation; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Ausland; Lehrerverhalten; Case study; Fallstudie; Case Study; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Research has accumulated important knowledge over recent decades on how licensed language teachers develop and learn from cognitive and socio-cultural stances. Yet, relatively little evidence exists on how non-licensed-in-English language teachers (NLELTs) grow professionally in their communities. Similarly, few studies have yet investigated the concept of "imagined communities" in the language teaching field with these particular types of population. This study attempts to fill this gap by exploring the possible forms of professional knowledge that NLELTs build through participation in the activities of a learning community. Four non-licensed language teachers participated in a nine-month collaborative-reflective process focused on language teaching practices, in a public school in Bogotá (Colombia). In analyzing their interactions and consequent products, we discuss three dimensions of knowledge construction propelled by the individual visions they brought into the community. Furthermore, we analyze how learning in that present community granted the teachers access to envisioned practices in imagined communities for a desirable future. Based on the findings we argue that success or failure in participation in present, real communities determines imagined affiliation to future communities, their practices and even the NLELTs' preferred future positionings as professionals. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01