COMMUNITY PEDAGOGY IN LANGUAGE TEACHER TRAINING IN COLOMBIA: IMPLEMENTATION AND ANALYSIS
DOI:
https://doi.org/10.56219/lneaimaginaria.v3i25.6188Keywords:
community as a resource, curriculum, sociocultural approach, teacher training, English as a foreign language, community-based pedagogyAbstract
The general purpose of this theoretical-documentary narrative review is to explore the viability of Community-Based Pedagogy (CBP) in Colombian public institutions. It analyzes how this pedagogy transforms current traditional educational models. The methodology involves a narrative review with an interpretive qualitative approach, using the book "Community Pedagogies Through Local Research in the Urban Context of Bogotá" (Clavijo Olarte y Ramírez Galindo, 2019) as the primary source of analysis. This is complemented by the work of five international authors who support the community and sociocultural approach to language learning. The findings demonstrate the transformation required for initial and ongoing teacher training, as well as the need for an educational system with a sociocultural orientation. In conclusion, the community as a resource enriches classroom learning and promotes a transformation of the Colombian national education system in the area of learning English as a foreign language.
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