<?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>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[profile]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902021000200183</article-id>
<article-id pub-id-type="doi">10.15446/profile.v23n2.89212</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program]]></article-title>
<article-title xml:lang="es"><![CDATA[Práctica pedagógica y docentes en formación concebidos discursivamente en un programa de pregrado en la enseñanza del inglés]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lucero]]></surname>
<given-names><![CDATA[Edgar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortés-Ibañez]]></surname>
<given-names><![CDATA[Andrea Margarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Salle  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Salle  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>183</fpage>
<lpage>198</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902021000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902021000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902021000200183&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research study shows how pedagogical practicum is conceived, and how student-teachers are constructed as language teachers, within the discourses spoken in the initial meetings and institutional documents of pedagogical practicum in an English language teaching undergraduate program in Bogota, Colombia. The discourses were analyzed under the principles of ethnography of communication and linguistic ethnography. This study affords insights into a contributory conception of pedagogical practicum and into an institutional image and a teacher&#8217;s figure of student-teachers. Pedagogical practicum contains several academic, professional, and experiential aspects that configure this space with established (pre-) requisites, tasks, and roles for student-teachers; these aspects in turn start constructing these individuals with particular manners of must-be and must-do.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio muestra cómo la práctica pedagógica se concibe y cómo los docentes en formación se construyen como docentes de idiomas, en los discursos dichos en las reuniones iniciales y en los documentos institucionales de ese espacio, en un programa de pregrado en la enseñanza del inglés en Bogotá, Colombia. Los discursos se analizaron siguiendo los principios de la etnografía de la comunicación y la etnografía lingüística. El estudio presenta como resultado una concepción contributiva de la práctica pedagógica y una imagen institucional con una figura de profesor para los docentes en formación. La práctica pedagógica contiene diferentes aspectos académicos, profesionales y experienciales que configuran este espacio con (pre)requisitos, tareas y roles para los docentes en formación; estos aspectos a su vez empiezan a construir a estos individuos con unas maneras particulares de deber-ser y deber-hacer.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[discourse]]></kwd>
<kwd lng="en"><![CDATA[initial teacher education]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practicum]]></kwd>
<kwd lng="es"><![CDATA[discurso]]></kwd>
<kwd lng="es"><![CDATA[formación inicial docente]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
</kwd-group>
</article-meta>
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