Profesora Carmen Helena Guerrero

Foto de Carmen Helena Guerrero en la página del DIE
Énfasis: ELT Education
Grupo de Investigación: Aprendizaje y Sociedad de la Información
Correo Electrónico: carguero@yahoo.com

Formación Académica

Doctorado University of Arizona, Estados Unidos
Doctora in Second Language Acquisition and Teaching
2005 - 2009
National standards for the teaching of English in Colombia. A critica discourse analysis

Maestría Universidad De Arizona, Estados Unidos
Magister in Second Language Acquisition and Teaching
2005 - 2008

Maestría Universidad Distrital Francisco José de Caldas
Magister en Linguistica Aplicada a la Ensenanza del Inglés
2000 - 2002
Developing awareness of Whole Language Principles in Preschool Education Student-teachers

Pregrado Universidad Pedagógica y Tecnológica de Colombia
1986 - 1990
La dimension espacio-temporal en Celia se pudre

Producción Académica

Artículos en revistas nacionales indexadas

  1. Carmen Helena Guerrero, Bryan Meadows, "Global Professional Identity in Deterretorialized Spaces: A Case Study of a Critical Dialogue Between Expert and Novice Nonnative English Speaker Teachers", En: Colombia, PROFILE Issues in Teachers' Professional Development, ed: Universidad Nacional de Colombia, ISSN 1657-0790, Volumen: 17, fasc. 2, p.: 13-27, Año 2015
  2. Álvaro Hernán Quintero, Carmen Helena Guerrero, "“Of Being and not Being:” Colombian Public Elementary School Teachers' Oscillating Identities", En: Colombia, HOW, ed: Asociación Colombiana de Profesores de Inglés - ASOCOPI, ISSN 0120-5927, Volumen: 20, fasc. N/A, p.: 190-205, Año 2013
  3. Carmen Helena Guerrero, "Elite Vs. Folk Bilingualism: The Mismatch between Theories and Educational and Social Conditions", En: Colombia, HOW, ed: Asociación Colombiana de Profesores de Inglés - ASOCOPI, ISSN 0120-5927, Volumen: 17, fasc. 1, p.: 165-179, Año 2010
  4. Carmen Helena Guerrero, "The portrayal of EFL teachers in official discourse: The perpetuation of disdain", En: Colombia, PROFILE Issues in Teachers' Professional Development, ed: Universidad Nacional de Colombia, ISSN 1657-0790, Volumen: 12, fasc. 2, p.: 33-49, Año 2010
  5. Carmen Helena Guerrero, "Is English the key to access the wonders of the modern world? A Critical Discourse Analysis", En: Colombia, Signo y Pensamiento, ed: Pontificia Universidad Javeriana, ISSN 0120-4823, Volumen: 29, fasc. 57, p.: 294-313, Año 2010
  6. Carmen Helena Guerrero, Álvaro Hernán Quintero, "English as a Neutral Language in the Colombian National Standards: A Constituent of Dominance in English Language Education", En: Colombia, PROFILE Issues in Teachers' Professional Development, ed: Universidad Nacional de Colombia, ISSN 1657-0790, Volumen: 11, fasc. 2, p.: 135-150, Año 2009

Contribuciones publicadas en anales/memorias de eventos internacionales

  1. Álvaro Hernán Quintero, Carmen Helena Guerrero, "Dimensión social de la educación de docentes de inglés: intersección entre innovación pedagógica e investigación formativa", En: Brasil, Evento: Segundo Congreso Latinoamericano de formadores de profesores de lenguas, Libro: Formação de professores de línguas na América Latina e transformação social, ed: Pontes Editores, ISBN 978-85-7113-323-5, p.: 167-186, Año 2010

Dirección de Proyectos

  1. Communities of Practice: Repositioning the role of the Teaching Practicum in an Initial teacher Education Program.

    Bearing in mind that the school contexts are dynamic, teaching and learning practices should be dynamic too. This means, understanding teaching from what Giroux (1998) has named “a form of cultural politics…that takes seriously relations of race, class, gender and power in the production and legitimation of meaning and experience (p. xii). Therefore, there is a situated need to reconceptualise what the teaching practicum or the pedagogical experience should entail in language teacher education programs in the local context, what the school contexts expect from them, what cooperating teachers and mentors consider relevant in their process of accompanying them and how to go beyond the hegemonic practices (new educational policies reforms, MEN, -2016), that are often focused on a very instrumental view of second language teaching, concentrating the attention on language certification levels adopted from the Common European Framework of Reference (2001), neglecting issues that tackle “...

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    Estudiante: Yolanda Samacá Bohórquez
  2. Peer-coaching as a path to the assessment of teachers

    The following proposal stems from the realization that teachers’ teaching practices betterment may go in parallel with a strong peer-assessment component. It is said that the factors which positively affect teacher’s change are observation, feedback and practice, (Joyce and Showers, 2002). After developing a needs analysis of teachers’ supervisory activities in a local language school, the author found some resistance towards the supervisory practices carried out there. Thus the exploration of peer-coaching as a means to enhance teachers’ assessment is put forward. The working concept of peer-coaching will be used as stated in Richards and Farrell (2005) That is, a teacher and a colleague who plan to collaborately explore their teaching practices. It is expected that the likely collaborative power relations sustained with a colleague may foster a better understanding of their pedagogical practices.

    Estudiante: Adriana Castañeda Londoño
  3. The Relationship among Public Policies, ELT Methodologies and Pre-service Teachers Knowledge Base

    Colombian experts in ELT and EFL explained that there is a need to analyze the factors that affect pre-service teachers’ performance and knowledge base, ad how this factor has a direct repercussions on curriculum design (Alvarez, 2009; Cardenas & Miranda, 2014; Castellanos, 2013; Guerrero, 2010; Jabba, 2013; Mendieta, 2013; Pineda, 2002).

    This research proposal aims to identify how EFL pre-service teachers’ knowledge base is shaped by global and local education policies, mentor teachers’ teaching methodologies, and their own knowledge base, and the effects of this on EFL profession.

    To gather all the data that for reaching the main goal, researcher will use documentary analysis and narrative inquiry methodology.

    Among the expected results, researcher expected to produce new viewpoints toward the regulation and implementation of agreements and laws that affect directly the ELT profession, to formulate new tapestry that allow the B.A. program adjust their...

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    Estudiante: Jairo Enrique Castañeda Trujillo