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...

Durante los últimos quince años, en Colombia se puso en marcha el “Programa Nacional de Bilingüismo 2004-2019”, el cual buscaba que los ciudadanos sean competentes en inglés a nivel internacional. Sin embargo, en su aplicación por parte de las instituciones terminó siendo tomado como un plan relacionado con el aumento de horas en la enseñanza del inglés, o con la capacitación docente, o con la utilización de material especializado, pero no como la enseñanza bilingüe que supone el PNB.

En la búsqueda de medios eficaces para alcanzar el objetivo del PNB, algunas instituciones educativas públicas se dieron a la tarea de asumir un modelo de educación bilingüe, en el marco del programa “Bogotá y Cundinamarca bilingües en diez años 2003-2013”. Aunque han logrado grandes avances en la competencia comunicativa de sus estudiantes, aún los esfuerzos son insuficientes ante situaciones que no permiten el progreso de los métodos de enseñanza bilingües: la falta de evaluaciones por parte...

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 “...