Resumo

VILLA, Claudia Patricia Mesa; GOMEZ-GIRALDO, John S.  e  MONTES, Rodolfo Arango. Becoming Language Teacher-Researchers in a Research Seedbed. profile [online]. 2020, vol.22, n.1, pp.159-173.  Epub 28-Maio-2020. ISSN 1657-0790.  https://doi.org/10.15446/profile.v22n1.78806.

In this paper, a teacher-educator and two students of a B.A. program in foreign language teaching (English and French) of a public university in Colombia discuss our pedagogical experiences in a research seedbed. First, we present the conceptualizations underlying our analysis: research seedbeds, undergraduate research education, and curriculum as a process. Second, we describe our contextual background. Third, we analyze our experiences using three themes: creating and recreating curriculum, negotiating the official and non-official curriculum, and taking positions as teacher-researchers. We conclude that research seedbeds can broaden the pedagogical repertoire of undergraduate research education in foreign language programs and that it becomes necessary to conduct studies in this area in Colombia.

Palavras-chave : Foreign language teaching; language education; research seedbeds; teacher education; teacher education curriculum; teacher researchers; undergraduate research.

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