Pedagogies of Well-Being: A Narrative Perspective to Explore Two English Student-Teachers' Experiences

ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how

Y

19

Well Being; Student Teacher Attitudes; Teaching Experience; Second Language Instruction; Second Language Learning; Teaching Methods; Language Teachers; Teacher Education Programs; Personal Narratives; Teacher Student Relationship; Caring; Foreign Countries; English (Second Language); Action Research

0120-5927

This article reports on a series of narrative events extracted from an action research methodology that explores teaching practices and pedagogical experiences to foster well-being in English language student-teachers. Although the study adopted an action research methodology, it does not account for the implementation of the pedagogical process per se. Instead, it resorts to its stages (i.e., planning, reflecting, and acting) to situate the narrative events regarding well-being. The study was conducted in a public university in Bogotá, Colombia, exploring the experiences of two student-teachers at the practicum stage. The purpose was to document narrative events concerning teaching practices and pedagogical experiences implemented to foster well-being. These experiences reveal that student pteachers engage in thought-affective pedagogies or pedagogies of well-being that coexist with traditional language pedagogy, although they are not cognitive-oriented pedagogies. Interestingly, student-teachers could engage in more human pedagogical practice to see the other not as a learning object but as someone who feels and requires attention and care.

As Provided

2024

EJ1422660