This proposal on nurturing teacher leadership in pre-service teachers, promotes reflecting about teacher identity through: journals, interviews and focus groups. Using pedagogical practices as an opportunity to observe, analyze, discuss and adapt, pre and in service teachers will reflect about themselves and their methodological strategies, they could talk about their failures and achievements, there will be an authentic reflection process with the intention to accept who they are as persons and as teachers.

This research will be carried out at IED Colegio Sorrento, afternoon shift in secondary. It will involve practicum professors, mentors and pre-service teachers; finding a meeting point in pedagogical practices attach to Bachelor's degree in Foreign Language with Emphasis in English at Universidad Distrital Francisco José de Caldas since August 2022 to November 2024.

Change will become a common factor in pre-service teacher identity and will give them more...

I have been teaching the English language for thirteen years in a public school located in Bogotá, Colombia. My classes have been focused on social issues, and, when I plan them, I have considered essential students’ backgrounds, views, individual characteristics, likes, dislikes, emotions, contexts, and needs, to favor the construction of critical, argumentative, and well-informed subjects. Nevertheless, there are power relationships within the education system, exercised by school directives and by policies from the Secretary of Education of Bogotá, that try to impose me a technician role, to make me teach the language with preestablished objectives, contents, and materials, and that position the students as agents that must obey and follow rules. Thus, I have tried to resist this system by designing materials to teach English with contents that students and I have considered relevant. These materials deal with social and controversial issues to favor reflexivity in relation to...

From my experience as bilingual advisor at Secretaria de Educación de Bogotá and professor at a master of education program, I have wondered whether there is a curriculum on ELT education that could be studied from national policies, from institutional initiatives at undergraduate careers, specifically at the programs of future English teachers or from the teaching practices carried out at the same programs. Can it be said that the national policies proposed from the government shape the educational practices at the programs of prospective English teachers? The purpose of this research is to examine official documents, as follows, self-evaluation documents, general programs structures of the careers, accreditation documents and lesson planning among others taken from three undergraduate programs on the initial formation of English teachers, in order to identify the possible connections or discrepancies between English teaching practices in those programs aimed to prospective...