Pedagogical Relationships and Identities in Research Incubators: Reconceptualizing Research Training for Language Teachers

Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: [email protected]; Web site: https://revistas.unal.edu.co/index.php/profile/

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Teaching Methods; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Teacher Education Programs; Private Colleges; Foreign Countries; Administrator Attitudes; Case Studies; Student Attitudes; Teacher Competencies; Power Structure; Teacher Researchers; Epistemology; Research Training; Cooperative Learning; Mentors; Role Models; Teamwork; Critical Thinking; Self Esteem

1657-0790
2256-5760

This article reports on a case study that analyzed pedagogical relationships and teacher identities in research incubators. Conducted over two years in an English teaching program at a Colombian private university, the study included semi-structured interviews with four research incubator coordinators and two focus groups with eight students. We found that mentoring in research incubators nurtures attitudes and competencies crucial to the students' construction of their identity as teacher researchers. From the results of our research, we built a theoretical model that describes pedagogical relationships in research education around the axes of power and affect. Finally, we draw some implications about an epistemological shift from knowledge-centered to knower-centered pedagogical relationships in collaborative approaches to research training.

As Provided

2023

EJ1368175