Carmen Helena Guerrero Nieto

Foto de Carmen Helena Guerrero en la página del DIE
Admisiones DIE, Admisiones Posdoctorado, Profesor
Énfasis: 
ELT Education
Grupos de Investigación: 
Aprendizaje y Sociedad de la Información

PhD in Second Language Acquisition and Teaching y Magister in Second Language Acquisition and Teaching por la Universidad de Arizona, Magíster en Lingüística Aplicada a la Enseñanza del Inglés por la Universidad Distrital Francisco José de Caldas. Directora del grupo de investigación ESTUPOLI – Estudios Críticos de Políticas Educativas Colombianas. Actualmente es profesora asociada de la Universidad Distrital adscrita a la Facultad de Ciencias y Educación en los programas de Doctorado Interinstitucional en Educación y Maestría en Comunicación Educación. Ha publicado varios artículos en revistas indexadas. Sus intereses investigativos están en el área de Análisis crítico del discurso, pedagogía crítica, formación de maestros y políticas educativas. Es par evaluador del Journal of Educational Administration and Policy Studies.

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

  1. English teachers’ experiences in peace construction: turning their “little voices” up

    Peace Construction (PC) in English Language Teaching (ELT): a “possible impossibility”?

    This research proposal addresses PC in ELT from teachers’ experiences silenced in some contexts within Colombia. Even when human realities are multifaceted and complex, there is a modern tendency in educational scenarios to approach realities through compartmentalized knowledge within separated disciplines. This suggests a modern worldview in which English teachers are perceived as instructors, and expected to constrain their discipline scope. This proposal intersects PC and ELT as complementary practices and areas in humans’ complex lives (Maldonado, 2009). Far from constituting an instrumental interest, as Muñoz (2016) also suggests, PC in ELT constitute a topic different from a trendy-like, or an ephemeral marketing-driven choice. Contrastively, this proposal takes PC in ELT as a life interest that needs discussing through an interdisciplinary dialogue...

    VER MÁS
    Estudiante: Yeraldine Aldana Gutiérrez
  2. Local English Immersions: a teachers turning point

    This research project aims at analyzing the impact an English Immersion program promoted by the Government (Ministry of Education) has on the regular English as a Foreign Language (EFL) teaching methodology of a group of teachers from various regions of Colombia. The main objective of this program was to strengthen the participants´ language proficiency, notwithstanding the results evidenced language improvement, there were aspects such as intercultural awareness, pedagogy, the use of technology, didactics, materials design and evaluation among others that were studied and implemented during this academic exercise that should be studied as influencing factors on these teachers´ pedagogical practice.

    The purpose of this study is to unveil how much influence has the participation of a group of Non Native English teachers (NNET) in an English Immersion program on their pedagogical practice in their academic communities. Since, this exercise was conducted in a Spanish Speaking...

    VER MÁS
    Estudiante: Jair Ayala Zárate
  3. Narrativizing collectively English language pre-service teachers’ journeys in being and becoming English teachers within an Initial English Language Teacher Education program

    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...

    VER MÁS
    Estudiante: Jairo Enrique Castañeda Trujillo
  4. Public Elementary School Teachers’ Stories about the Teaching of English

    This study takes place in a public elementary school located in an underprivileged area called Ciudad Bolívar in the southern part of Bogotá, Colombia. Caro, Lulu, Otilia, and Yami are my companions in this journey; they accepted my invitation to share our stories about English Language Teaching (henceforth ELT) in our lives. From now on, I will use the pronoun WE in capital letters when referring to teachers and me. This is a biographical-narrative study (Bolivar, 2012) with some adaptations. Accordingly, WE are going to converse, write autobiographies, share our emotions, and reflect upon English language in our lives in order to acknowledge our stories as sources of knowledge about ELT in our school, to unveil our thoughts, ways of knowing, feelings, decisions, and actions regarding ELT. In other words, to know how WE have lived the teaching of English in Colombia, where elementary school teachers are not required to be licensed English language teachers, however they must teach...

    VER MÁS
    Estudiante: Mireya Esther Castañeda Usaquén
  5. The Senses of the Tea-ching Practicum: The interrelations between its subjects towards a Decolonial Horizon

    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 “...

    VER MÁS
    Estudiante: Yolanda Samacá Bohórquez
  6. Traces of knowledge otherwise. English teachers' experiences of knowledge

    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