<?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>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322019000300005</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v24n03a03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La enseñanza en equipo como un modelo alternativo en la formación práctica de profesores de inglés: un estudio de caso en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Team-teaching as an Alternative Model for Practice-based English Language Teacher Education: A Case Study in Chile]]></article-title>
<article-title xml:lang="fr"><![CDATA[Enseignement en équipe comme un modèle alternatif dans la formation pratique des enseignants d&#8217;anglais. Une étude de cas au Chili]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barahona]]></surname>
<given-names><![CDATA[Malba]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ibaceta]]></surname>
<given-names><![CDATA[Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Literatura y Ciencias del Lenguaje, Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Viña del Mar Región de Valparaíso]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto de Literatura y Ciencias del Lenguaje, Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Viña del Mar Región de Valparaíso]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322019000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322019000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322019000300005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En las últimas décadas la integración de prácticas progresivas se ha convertido en una tendencia mundial en la formación inicial de profesores de inglés como lengua extranjera. En este contexto, se observa una necesidad de explorar modelos alternativos que permitan el desarrollo de prácticas reflexivas y colaborativas. Esta investigación explora el modelo de enseñanza en equipo como un modelo alternativo en la formación práctica de profesores de inglés. La investigación es un estudio de caso enmarcado en la tradición cualitativa y examina la experiencia de enseñanza en equipo de un grupo de profesoras en formación de pedagogía en inglés en Chile. Los resultados de esta investigación sugieren que el modelo de enseñanza en equipo promueve una retroalimentación efectiva entre pares que impacta directamente en el desarrollo profesional y el desarrollo de la identidad de las profesoras en formación, y es igualmente efectivo en la formación de profesores de inglés como lengua extranjera.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent decades progressive teaching practices have become a global trend in English-as-a-Foreign-Language teachers&#8217; initial training. Against this backdrop, there is some need to explore alternative models that allow the development of reflective and collaborative practices. This research project aims precisely at responding to this need and explores team teaching as an alternative approach in the contexts of initial teacher education. This case study examines a team-based teaching experience lived by a group of pre-service English teachers in Chile. This study&#8217;s findings reveal that the team teaching model promoted effective peer feedback, contributing to their professional development and the construction of their teachers' identity. Finally, based on the results of the study, a discussion on the feasibility of implementing a teaching-based teaching system within the curriculum of initial teacher education is discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Au cours des dernières décennies, intégrer des pratiques progressives dans la formation initiale de professeurs d´anglais langue étrangère est une tendance mondiale. De là le besoin d´explorer des modèles alternatifs qui permettent de développer des pratiques réflexives y collaboratives. Cette étude explore le modèle d´enseignement en équipe comme modèle alternatif dans la formation pratique de professeurs d´anglais. Elle adopte l´étude de cas inscrit dans la tradition qualitative afin d´examiner l´expérience d'enseignement en équipe de professeures en stage de formation pédagogique en anglais au Chili. Les résultats montrent que ce modèle d´enseignement favorise une rétroalimentation réelle entre pairs dont l´effet sur le développement professionnel et identitaire des participantes est bénéfique; il l´est également dans la formation de professeurs d´anglais langue étrangère.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[enseñanza en equipo]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[identidad de profesores de inglés]]></kwd>
<kwd lng="es"><![CDATA[inglés lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[prácticas pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[preservice teacher education]]></kwd>
<kwd lng="en"><![CDATA[practicum]]></kwd>
<kwd lng="en"><![CDATA[team-teaching]]></kwd>
<kwd lng="en"><![CDATA[English as a Foreign language]]></kwd>
<kwd lng="en"><![CDATA[teacher identity]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="fr"><![CDATA[formation des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[anglais langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[enseignement en équipe]]></kwd>
<kwd lng="fr"><![CDATA[pratiques pédagogiques]]></kwd>
<kwd lng="fr"><![CDATA[identité des enseignants d&#8217;anglais]]></kwd>
<kwd lng="fr"><![CDATA[développement professionnel]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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