<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942021000200221</article-id>
<article-id pub-id-type="doi">10.5294/edu.2021.24.2.3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Práctica pedagógica de docentes en formación como práctica social situada]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Practice of Pre-service Teachers as a Situated Social Practice]]></article-title>
<article-title xml:lang="pt"><![CDATA[Prática pedagógica de docentes em formação como prática social situada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chala-Bejarano]]></surname>
<given-names><![CDATA[Pedro Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castañeda-Peña]]></surname>
<given-names><![CDATA[Harold]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Uribe]]></surname>
<given-names><![CDATA[Magda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar-Sierra]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>221</fpage>
<lpage>240</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942021000200221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942021000200221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942021000200221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La transferencia es un fenómeno poco estudiado en referencia al periodo de la práctica pedagógica de docentes de lenguas en formación desde marcos que la conciben como una práctica social constituida por una arquitectura. Este estudio interroga por la transferencia como una práctica social situada. Se presentan los resultados de una investigación de carácter cualitativo en la que 389 practicantes de 16 cohortes de licenciatura en lenguas destacaron en sus autovaloraciones al finalizar la práctica pedagógica. Los estudiantes realizaron su práctica como docentes de inglés y francés en una universidad privada de Bogotá (Colombia) entre 2009 y 2016. Los hallazgos del análisis coaxial de los eventos narrativos muestran que la transferencia transciende la visión dicotómica teoría/práctica y se percibe como una práctica social situada comprendida dentro de unas arquitecturas de práctica constituidas por 1) modos discursivos teóricos compartidos y modos discursivos de resistencia, 2) modos de hacer en la práctica misma como transformación a partir de la experiencia en la práctica y 3) modos de relacionarse, donde los actores curriculares participantes en la práctica tienen un rol significativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Transfer has been little studied in the teaching practice period of preservice language teachers from frameworks that conceive it as a social practice with an architecture. This study looks into transfer as a situated social practice. It presents the results of qualitative research in which 389 preservice teachers from 16 cohorts of the foreign language undergraduate program provided a self-assessment at the end of their teaching practice. The students completed their practice as English and French teachers at a private university in Bogotá (Colombia) between 2009 and 2016. The coaxial analysis of narrative events found that transfer goes beyond the dichotomous theory/practice view and is perceived as a situated social practice within practice architectures comprising 1) shared theoretical discursive modes and resistance discursive modes, 2) ways of doing as a transformation from experience in practice, and 3) ways of relating, where curricular agents participating in the practice play a significant role.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A transferência é um fenômeno pouco estudado quanto ao período do estágio pedagógico de docentes de línguas em formação a partir de contextos que a concebem como uma prática social constituída por uma arquitetura. Este estudo questiona a transferência como prática social situada. São apresentados resultados de uma pesquisa de caráter qualitativo na qual 389 estagiários de 16 turmas de licenciatura em línguas se destacaram em suas autoavaliações ao finalizar o estágio obrigatório. Os estudantes realizaram seu estágio como docentes de inglês e francês numa universidade particular de Bogotá, Colômbia, entre 2009 e 2016. Os achados da análise coaxial dos eventos narrativos mostram que a transferência transcende a visão dicotômica teoria-prática e percebe-se como uma prática social situada compreendida dentro de arquiteturas de prática constituídas por 1) modos discursivos teóricos compartilhados e modos discursivos de resistência, 2) modos de fazer na prática em si como transformação a partir da experiência no estágio e 3) modos de se relacionar, em que os atores curriculares participantes na prática têm um papel significativo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Arquitecturas de práctica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de una segunda lengua]]></kwd>
<kwd lng="es"><![CDATA[formación preparatoria de docentes;práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[transferencia de conocimiento]]></kwd>
<kwd lng="en"><![CDATA[Practice architecture]]></kwd>
<kwd lng="en"><![CDATA[second language instruction]]></kwd>
<kwd lng="en"><![CDATA[preservice teacher education]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[know-how transfer]]></kwd>
<kwd lng="en"><![CDATA[knowledge transfer]]></kwd>
<kwd lng="pt"><![CDATA[Arquiteturas de prática]]></kwd>
<kwd lng="pt"><![CDATA[ensino de segunda língua]]></kwd>
<kwd lng="pt"><![CDATA[formação preparatória de docentes]]></kwd>
<kwd lng="pt"><![CDATA[estágio pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[transferência de conhecimento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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