Teachers, students and the whole educative community are facing an abrupt shift of the educative system in terms of policies, didactics, methodologies due to a world health situation. Because of this world situation, the educative system of traditional learning in which learners take their classes attending to their schools and universities has changed abruptly to another one in which classes are taken in different ways and physical contact must be avoided, it is called distance or virtual education.

In my role as a teacher researcher, I have found that this world situation has been causing some physical, psychological and economic issues in both the learners and teachers. Everybody has to stay at home, as a matter of fact, classes must be taken at that place. For this reason, educative institutions which do not have the educative system of virtual classes have had to innovate and adapt some strategies to continue with the teaching process. However, this adaptation requires...

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...

This is a qualitative critical narrative research proposal grounded on trust (Sousa, 2018). The main objective is to reconstruct the meaning of the Colombian teachers of English’s stories about their experiences as participants in an immersion program led by the Ministry of Education. Such meaning reconstruction will be based on the interpretation of their experiences told as participants in one immersion held in Colombia, which can also be contrasted with the reports and information provided by the MoEd about these programs as successful to the point that these have been highly replicated under similar circumstances and for various opportunities. The theoretical framework includes the key constructs that are pillars of this research, such as teachers’ stories and immersion programs for teachers. The Short Story Analysis model as an eclectic perspective (Gómez-Vásquez, L., & Guerrero Nieto, C. 2018) will be used for the analysis of the co-constructed stories with the group of...

This research study delves into the multifaceted identities of science teachers working in bilingual schools located in Bogotá, Colombia. Recognizing the diverse ways individuals perceive reality, the concept of identities is approached with a pluralistic perspective. The research is grounded in the framework of bilingualism, and it investigates the intricate tensions that arise when teaching science within a bilingual context. Employing a poststructuralist lens and utilizing narratives as a methodological approach, this study seeks to unravel the complex process through which teachers construct their identities based on a myriad of lived experiences. Narratives are chosen as a method due to their capacity to foster deep introspection, enabling teachers to reflect on their personal journeys. Notably, this research addresses a substantial gap in the existing literature. Despite the considerable attention given to bilingual projects' success and evaluation, scant research has delved...