Bridging the Gap Between Theory and Practice in a B.A. Program in EFL

• Published in: HOW - A Colombian journal for teachers of English Vol. 21; no. 1; pp. 122 - 137
• Main Authors: Posada Ortiz, Julia Zoraida, Garzón Duarte, Eliana
• Format: Journal Article
• Language: English
• Published: ASOCOPI, the Colombian Association of Teachers of English 01-04-2014; Asociación Colombiana de Profesores de Ingles
• Subjects: Bachelors Degrees; Case Studies; Case study; componente investigativo; Course Descriptions; critical pedagogy; Critical Theory; enseñanza reflexiva; estudio de caso; Foreign Countries; pedagogía crítica; profesor investigador; Program Descriptions; Reflective Teaching; research component; Second Language Instruction; Second Language Learning; Seminars; Student Teachers; Teacher Attitudes; teacher research; Teacher Researchers; Teacher Role; Theory Practice Relationship; Colombia (Bogota)
• ISSN: 0120-5927; 0120-5927
• DOI: 10.19183/how.21.1.19

This article describes the theoretical principles underlying the research component of the Bachelor's program of Basic Education with an Emphasis in English at a public university in Bogotá (Colombia), and an exercise of syllabus revision that served to link theory and practice through the research component of the program. The aim of the exercise was to reflect upon the syllabus and discuss how, from the different components of the program, student-teachers can understand research as the bridge to link what they learn in class and their practice in school contexts. A group of teachers revised the theoretical foundations as well as their practice in each cycle of the program, using the main tenets of critical pedagogy, teacher research, reflective teaching, and case study.