Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks
This narrative study analyzes two mentors’ experiences in their mentoring practices with language student-teachers in a private university in Bogotá (Colombia). Employing life-story interviews and drawing on ways of thinking and theorizing from praxis as a standpoint to enact decoloniality, we appro...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2022-07-01
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| Series: | Profile Issues in Teachers' Professional Development |
| Subjects: | |
| Online Access: | https://revistas.unal.edu.co/index.php/profile/article/view/93096 |
| _version_ | 1797725389487865856 |
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| author | Edgar Aguirre-Garzón Diego Ubaque-Casallas |
| author_facet | Edgar Aguirre-Garzón Diego Ubaque-Casallas |
| author_sort | Edgar Aguirre-Garzón |
| collection | DOAJ |
| description | This narrative study analyzes two mentors’ experiences in their mentoring practices with language student-teachers in a private university in Bogotá (Colombia). Employing life-story interviews and drawing on ways of thinking and theorizing from praxis as a standpoint to enact decoloniality, we approach mentors’ narratives from the notion of crack. Findings reveal that, for mentors, mentoring practices represent a space for knowledge reconfiguration, a locus of collective knowledge construction, and territories where student-teachers can mobilize and exercise their agency. Overall, when making meaning of clashing experiences in mentoring, mentors have constructed ways to fracture traditional and hegemonic logics of seeing knowledge and the self in teacher education. |
| first_indexed | 2024-03-12T10:30:30Z |
| format | Article |
| id | doaj.art-37feb7d52852435a95e9e74a7a84dd46 |
| institution | Directory Open Access Journal |
| issn | 1657-0790 |
| language | English |
| last_indexed | 2024-03-12T10:30:30Z |
| publishDate | 2022-07-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile Issues in Teachers' Professional Development |
| spelling | doaj.art-37feb7d52852435a95e9e74a7a84dd462023-09-02T09:14:57ZengUniversidad Nacional de ColombiaProfile Issues in Teachers' Professional Development1657-07902022-07-0124213314710.15446/profile.v24n2.93096Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and CracksEdgar Aguirre-Garzón0https://orcid.org/0000-0001-7537-9236Diego Ubaque-Casallas1https://orcid.org/0000-0001-8116-9163Pontificia Universidad JaverianaUniversidad Distrital Francisco José de CaldasThis narrative study analyzes two mentors’ experiences in their mentoring practices with language student-teachers in a private university in Bogotá (Colombia). Employing life-story interviews and drawing on ways of thinking and theorizing from praxis as a standpoint to enact decoloniality, we approach mentors’ narratives from the notion of crack. Findings reveal that, for mentors, mentoring practices represent a space for knowledge reconfiguration, a locus of collective knowledge construction, and territories where student-teachers can mobilize and exercise their agency. Overall, when making meaning of clashing experiences in mentoring, mentors have constructed ways to fracture traditional and hegemonic logics of seeing knowledge and the self in teacher education.https://revistas.unal.edu.co/index.php/profile/article/view/93096decolonizationmentoringstudent teachersteacher educationpersonal narratives |
| spellingShingle | Edgar Aguirre-Garzón Diego Ubaque-Casallas Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks Profile Issues in Teachers' Professional Development decolonization mentoring student teachers teacher education personal narratives |
| title | Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks |
| title_full | Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks |
| title_fullStr | Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks |
| title_full_unstemmed | Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks |
| title_short | Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks |
| title_sort | mentoring language student teachers a narrative perspective to mentors experiences from borders and cracks |
| topic | decolonization mentoring student teachers teacher education personal narratives |
| url | https://revistas.unal.edu.co/index.php/profile/article/view/93096 |
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