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The professional development of EFL teachers: How to incorporate a gender perspective into the practices of Colombian teachers

… 2544-2554. Hall, B. (1993). Participatory Research, Popular Knowledge and Power: A Personal reflection. Convergence, 14, 6-19 Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge. Kumaravadivelu, B. …

Palabrear the Colombian ELT Field: A Decolonial Approach for the Study of Colombian Indigenous EFL Teachers Identities

… The Drive to Diversify the Teaching Profession: Narrow Assumptions, Hidden Complexities. Race Ethnicity and Education (8)6, pp. 858-876. Sastoque, A. (2006). Desde lo más profundo de la existencia: Arte, chaminismo y curación. Trabajo de grado … in Qualitative Research Methodology. New York: Peter Lang. Vasco, L. (2007). Así es mi método en etnografía. Tabula Rasa (6), pp. 19-52 Vasilachis, I. (2011). De la ocupación al diálogo. Nuevas formas de conocer, de representar, de incluir. …

De la formación clásica a la formación contemporánea

Delving into Pre-Service Teachers, Cooperating Teachers and University Mentors’ Positionings in the Initial English Teaching Practicum

… Flavors: a Group of Student-Teachers’ Experience in their Practicum, PROFILE Issues in Teachers’ professional Development, 6, 157-170. Phillipson, R. (2003). Creating a Profession: The Structure and Tenets of ELT. In Linguistic Imperialism. Oxford: … Teacher’s use of their Counselors’notes Support their Preparation, PROFILE Issues in Teachers’ Professional Development, 6, 141-156. Wink, J. (2005). Critical pedagogy: Notes from the Real World. California State University: Addison Wesley …

English Teachers’ Sites in the Diverse Lands of Peace

… (2009). Environmental Peace Education in Foreign Language Learners’ English Grammar Lessons. Journal of Peace Education, 6(1), 87-99. Ayşegül, T. (2017). Peace Education in Foreign Language Classroom. Journal of Education and Practice, 8, 72-77. … final_web_new_0.pdf Bruce, H. (2013). Subversive Acts of Revision: Writing and Justice. The English Journal, 102(6), 31-39. http://www.jstor.org.ezproxy.javeriana.edu. co:2048/stable/24484122 Calle-Díaz, L. (2017). Citizenship education …

On Becoming Dissertation Advisors from a Decolonial Stance: Coming to Terms with Our Contradictions. A Collective Autoethnography

… R. (2010). Unraveling researcher subjectivity through multivocality in auto- ethnography. Journal of Research Practice, 6(1), article M3. Montenegro, K., Álvarez, M., Duque, R., & Bonilla, G. (2023). La investigación en los doctorados en … 12, 152-195. Spry, T. (2001). Performing autoethnography: An embodied methodological pra- xis. Qualitative Inquiry, 7(6), 706-732. Vélez, C., Osorio, M., Marín, J., Rodríguez, M., Flórez, J., Henao, C., Peña, A., & Saldaña, R. (2014). Aportes …

A Research Approach to Study the Relationship between Classroom Interaction and Interactional Identities in English Language Education

… Teachers’ Answers to Students’ Questions: Problematizing the Issue of Making Meaning. Issues in Applied Linguistics (6)2, pp. 63-92. Markee, N. (2004). The Organization of Off-Task Talk in Second Language Classrooms. In: Richards, K., … Cambridge University Press. Schegloff, E. (1968). Sequencing in Conversational Openings. American Anthropologist (70)6, pp. 1075-1095. Schegloff, E. (1986). The Routine as Achievement. Human Studies (9), pp. 111-151. Schegloff, E. (1987a). …

ELT Research from the Global South: Uncertainties in a Rarely-Walked Road

… Reflexiones desde la investigación etnográfica. Revista Latinoamericana de Metodología de las Ciencias Sociales, (5)2, p. 6. Vasilachis, I. (2009). Los fundamentos ontológicos y epistemológicos de la investigación cualitativa. Forum: Qualitative …

Concepciones epistemologicas y didacticas del profesorado I: teoria y metodologia

… ddeell ccoonnoocciimmiieennttoo eenn llaa eessccuueellaa,, qquuee ssee pprreesseennttaann eenn llaa ttaabbllaa NNoo11:: 6 TTaabbllaa NNoo 11.. NNiivveelleess ddee ffoorrmmuullaacciióónn eenn llaa tteeoorrííaa ssoobbrree eell … ddeell ccoonnoocciimmiieennttoo eenn llaa eessccuueellaa,, qquuee ssee pprreesseennttaann eenn llaa ttaabbllaa NNoo11:: 6 TTaabbllaa NNoo 11.. NNiivveelleess ddee ffoorrmmuullaacciióónn eenn llaa tteeoorrííaa ssoobbrree eell …

Uncertainties in the Exploration of Methods to Problematize the Critical Identities of English Language Teachers

… and the way we understand pedagogy, as well as what we learned as pre-service teachers and even the influence of media images (Franzak, 2002). Given that criticality is a core element in the way I perceive myself as an English language … and the way we understand pedagogy, as well as what we learned as pre-service teachers and even the influence of media images (Franzak, 2002). Given that criticality is a core element in the way I perceive myself as an English language …