出版社：Pontificia Universidad Javeriana - Facultad de Comunicación y Lenguaje
摘要：This article reports results of a qualitative study which aimed to inquire about meaningful narratives of 184 students of a teaching degree in Modern Languages in private university in Bogotá. The study intended to identify and characterise different aspects (linguistic, social, cognitive, pedagogic, emotional, or else) which pre-service teachers narrated as being meaningful for their learning once they finished their foreign language teaching practicum. Narrative events were collected through a self-evaluation instrument that was submitted by the students of different cohorts (I-2009 to II-2012) at the end of their teaching practicum. The article focuses on pre-service teachers’ relationship with their pedagogical advisor during their practicum period. Analysis of the data showed that pre-service teachers established a close bond with their pedagogical advisor in which the advisors’ support, experience, attitude, and knowledge are highlighted, particularly related to the role pre-service teachers acquire as didactic agents and not merely as pedagogical educators.
关键词：pre-service teachers;teaching practicum;pedagogical advisor;profesores en formación;práctica pedagógica;guía pedagógico;professores em formação;prática pedagógica;guia pedagógico
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