Edgar Augusto Aguirre-Garzón- Master of Arts
- Professor (Assistant) at Pontifical Xavierian University
Edgar Augusto Aguirre-Garzón
- Master of Arts
- Professor (Assistant) at Pontifical Xavierian University
About
11
Publications
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Introduction
Edgar Aguirre is an assistant professor at the Department of Languages of the Pontificia Universidad Javeriana. His research interests are focused on the study of language teacher education, teachers' identities and language pedagogies from a decolonial perspective.
Current institution
Publications
Publications (11)
Research has accumulated important knowledge over recent decades on how licensed language teachers develop and learn from cognitive and socio-cultural stances. Yet, relatively little evidence exists on how non-licensed-in-English language teachers (NLELTs) grow professionally in their communities. Similarly, few studies have yet investigated the co...
This paper describes a case study research project carried out in a public school in Bogotá, Colombia, with four unlicensed teachers of English as a foreign language. Although the institutional guidelines in the school suggest that teachers should collectively propose changes to shape pedagogical realities, there is evidence of little communication...
This paper reports the findings of a narrative study on language student teachers' epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal-local knowledge two language student teachers encounter and produce when they plan lang...
This study offers a perspective from the notion of territory to re-configure English language pedagogy by considering acts of pedagogization as an alternative construction path for teacher epistemology. Framed within the concept of community-based pedagogies, this article shares the experiences of one pre-service teacher who participated in a teach...
This article analyzes the cuir identity of an EFL student-teacher within the context of his pedagogical practicum. We adopt the term cuir as an analytical category to explore how notions of teacher identity and language pedagogy are mutually constructed. The paper challenges the traditional language pedagogy paradigm and its binary-disciplinary and...
Este artículo describe eventos narrativos relacionados con la manera como afrontan el conflicto y la reconciliación en las aulas de clase, estudiantes-profesores de lenguas extranjeras en su práctica pedagógica en Bogotá-Colombia. Se aproxima, desde una epistemología narrativa de investigación, a saberes personales, alrededor de cómo se llega a ser...
This paper describes narrative events related to how Colombian student teachers of English face conflict in classrooms during their pedagogical practicum. 12 Twelve semi-structured interviews were obtained from students who belonged to bachelor programs from 2 universities in Bogota between June and December 2018. Narratives obtained were related t...
Este artículo muestra los resultados de la investigación titulada "Tejiendo escenarios alter-nativos de formación en inglés con jóvenes de Vista Hermosa-Meta, Colombia", desarrollada durante el segundo semestre del 2021 y primer semestre del 2022. El objetivo general fue entretejer escenarios alter-nativos de formación en inglés con jóvenes de Vist...
The practice of teaching has been a key scenario in the
construction of professional identities. This study inquires
into the way five student-teachers of English construct their
professional identity in their teaching practice. Towards
that end, a methodology of narrative investigation was
employed, in order to analyze the realities experienced by...
Resumen Este artículo analiza y documenta los saberes pedagógicos sobre conflictos y reconciliaciones que emergen en la práctica pedagógica de dos docentes en formación, que enseñan inglés como lengua extranjera (ile) en colegios de Bogotá, Colombia. El estudio empleó eventos narrativos de las experiencias de las docentes-practicantes en contextos...
This narrative study analyzes two mentors' experiences in their mentoring practices with language student-teachers in a private university in Bogotá (Colombia). Employing life-story interviews and drawing on ways of thinking and theorizing from praxis as a standpoint to enact decoloniality, we approach mentors' narratives from the notion of crack....
