Harold Castañeda-Peña

Dirección de Tesis

Teacher Educators’ Interactional Identities within Classroom Interaction in the Field of ELT Education

Estudiante: Edgar Yead Lucero Babativa
Defendida: 31 de Marzo de 2022

This doctoral-application research proposal looks for both identifying the mentor teachers’ pedagogical and conversational factors that build their interactional identities as language teachers in the English classroom of BA programs in TEFL in Colombia, as well as describing the ways in which their interactional identities configure pre-service teachers’ identities as language teachers. These aims will be pursued by tracing and describing mentor teachers’ conversational factors from the observation of their interactions with pre-service teachers in English classes (interaction patterns) and their pedagogical factors from the interpretation of the meanings (conversational interactions) that they give to the manner in which their interactions happen in class.

"Trans" Learning Experiences of a Transgender Student in an Initial Language Teacher Education Program

Estudiante: Pedro Adolfo Cabrejo Ruiz

The major incentive of this Doctoral proposal aroses after talking with some transgender students from university level; they mentioned have been mistreated by some teachers who apparently are not able to understand who they are, what being transgender person means. It is of paramount importance to remark on the pursuit of such a necessary training, giving the proper attention and assistance to the students who suffer silently, without having at the present time an alternative other than hiding themselves inside the social precepts and doing what our colonialist heritage imposes them, living in an insane anonymity. The problem itself is the lack of information we as teachers have about how to cope with the diversity of our students in our educational and academic contexts.

Dislocating student-teachers identities in a colombian teacher education program. A queer perspective on trans and gender-fluid individuals

Estudiante: Diego Fernando Ubaque Casallas

Within the context of English Language Teaching (ELT) education, it is argued that “classrooms are inhabited by gender stories” (Castañeda-Peña, 2021a, p. 41). These stories, however, are intersected by evident ontological colonialism nested in the idea that English language teachers and learners are at the periphery of hegemonic power structures on the geographical, body-political, social, and language levels (Ubaque-Aguirre, 2021, under revision). Some studies have drawn some attention to the importance of teachers’ being prepared to challenge heteronormativity (Brochin, 2019) since “English language teaching [continues to be] oriented towards that goal of identifying decontextualized forms of being in the field of teaching” (Castañeda-Peña, 2018). Such a decontextualization may explain why gender-based epistemologies and ontologies have been either erased or subordinated to the exotic domain.

However, there seems to be an evident interest in dislocating established...


Palabrear the Indigenous EFL teachers' singularities to multi-signify and reconstruct the EFL teachers' identities

Estudiante: Carlos Augusto Arias Cepeda

This study intends to document how critical pedagogy can be promoted in the formation of EFL student teachers (the B.A. program on Bilingual Education at Institución Universitaria Colombo Americana- Única) by resorting to the narratives of a diverse minority EFL teacher as input to contest the givens of bilingualism policies from the schooling system. The study intends to create conditions and spaces for the reflection of future teachers, so that their personal epistemologies of the implications of language policies foster their awareness of their agentive role in society, and inform their professional discourse, their eventual teaching practices, and their contribution to society as intellectuals.

Pre-service teachers’ emotions, experienced during teaching in the pedagogical practicum: an illustration about the construction of their language teacher identities

Estudiante: Ana Jackelin Aguirre Hernández

After being part of a language teaching program and as a mentor of pre-service teachers for many years, I have always been interested in the way emotions configure the way we behave and who we are as teachers. After doing an exploration on resent research in Colombia on the area of emotions, I could realize there are some, which are mainly concentrated on the way emotions affect the teachers’ agency and performance in the classroom. However, studies regarding the way the emotions construct the Pre-service teachers’ identity bearing in mind their process of becoming English language teachers is not yet well discussed. Based on the previous information, I want to answer the next question: How do pre-service teachers’ emotions, experienced during teaching in the pedagogical practicum, illustrate the construction of their language teacher identities? Some objectives were established to answer to the proposed question.   

  • To identify the emotions that student-teachers...

Tensions, contradictions, and hybridization of peripheral teacher identities in a transnational nexus

Estudiante: Liu Yi Fen

This proposal focuses on the identity reconstruction of transnational language teachers using a qualitative narrative inquiry as the research methodology. It begins by identifying the identity issues encountered by the transnational participants in a new foreign teaching context. And it aims to explore how socio-cultural complexities, interaction and negotiation with local educational traditions, beliefs and practices have prompted the reconstruction, transformation, or hybridization of transnational teacher identities. 

The literature review section of this proposal provides an overview on the development of LTI research approaches evolving from essentialism, structuralism, post-structuralism to discourse analysis as a field for finding identities in recent decades. Theoretical concepts such as Said’s (1993) intellectual exile and Wenger’s (1998) “Peripheral” trajectories were introduced to explain the transnational teacher identity status.  It also includes a summary of...


The gender role in an intercultural EFL classroom through story circles

Estudiante: Catherine Benavides Buitrago

This research proposal is born after having worked with gender topics in the implementation of the masters’ program research study. I consider imperative to continue working with this kind of topics in the classroom as we, as teachers, have the opportunity to help our students understand that respect is one of the most important values to cultivate and practice while living or interacting with others, it should not matter at all to have differences of any kind.

The proposal will take place in a public school in Bogotá with 40 students from 7th grade. This qualitative action research intends to a) identify students’ discourses related to gender in an intercultural EFL classroom through Story Circles; b) describe gendered discourses created in an intercultural EFL classroom through Story Circles and c) analyze the relationship between students’ gendered discourses, their intercultural background and foreign language learning when working with Story Circles. The pedagogical...


Unpacking future language teachers’ sense of communities from a knowledges otherwise perspective: decolonizing research on language teacher education in Colombia

Estudiante: Julia Zoraida Posada Ortiz
Defendida: 24 de Mayo de 2021
Aprobada con distinción

In initial teacher education, community has been conceptualized around modern concepts such as Target Communities (Higgins, 2012), Imagined Communities (Anderson, 1983), and Communities of Practice (Wenger, 1998; Wenger-Trayner, M. Fenton-O'Creevy, S. Hutchinson, Kubiak and Wenger-Trayner, B. (2015). Target Communities are understood as mostly cohesive groups of people who speak a (standard) language in relatively homogeneous ways, and whose cultural practices likely differ significantly from those who study the target language of that community. This view of community constructs the English Language Preservice Teachers through the dichotomy of Native Speakers of English (NSEs) vs. Non-Native Speakers of English (NNSEs) (Higgins, 2012). Imagined Communities point out groups of people, not immediately tangible and accessible, with whom we connect through the power of imagination (Norton, 1995). Within this view, the world is a global village where everybody shares an affiliation by...