Abstract The article presented here is based on some reflections on the first findings and the methodology followed in the research that I began in 2021 on the life and work of Dr. María Bertely, which is titled: “María Bertely Academic Activism: contributions and tensions in educational research. The analysis of her intellectual work and pedagogical practice constitutes the object of study that guides this qualitative research and has a narrative biographical approach. This study has made it possible to identify her main contributions by exploring relevant aspects of her interdisciplinary training and academic career. Something that must be highlighted is that most of her contributions focused on collaborative educational research committed to indigenous peoples. The reconstruction and recognition of the work of this great researcher as an academic activist has been carried out through the collection of verbal, observational, and textual data, which, given its great extension, are currently in the process of artisanal analysis. However, preliminary results show the links Dr. Bertely created in various teaching and educational research spaces, which refer to some significant experiences and the main shared learnings. This exploration and inquiry have been possible thanks to the voices of indigenous educators and Mexican academics, and those of other nations, with whom she shared efforts in the multiple projects she coordinated, who have been configured as nodes of the networks she wove. These voices are the ones that are currently naming María.

Resumen El artículo que aquí se presenta se basa en algunas reflexiones sobre los primeros hallazgos y la metodología seguida en la investigación que inicié en el año 2021 sobre la vida y obra de la Dra. María Bertely, misma que lleva por título: “El activismo académico de María Bertely: aportes y tensiones en la investigación educativa”. El análisis de su obra intelectual y práctica pedagógica constituyen el objeto de estudio que orienta esta investigación cualitativa y tiene un enfoque biográfico narrativo. Este trabajo ha permitido identificar sus principales aportes mediante la exploración de aspectos relevantes de su formación interdisciplinaria y trayectoria académica. Un aspecto que cabe resaltar es que la mayoría de sus contribuciones estuvieron enfocadas a la investigación educativa colaborativa y comprometida con los pueblos originarios. La reconstrucción y reconocimiento de la labor de esta gran investigadora como académica activista se ha realizado a través de la recopilación de datos verbales, observacionales y textuales, mismos que, dada su gran extensión, actualmente están en proceso de análisis artesanal. No obstante, se presentan resultados preliminares que dan cuenta de los vínculos que la Dra. Bertely creó en diversos espacios de docencia e investigación educativa, que refieren algunas experiencias significativas y los principales aprendizajes compartidos. Dicha exploración e indagación ha sido posible gracias a las voces de los educadores indígenas y de los académicos mexicanos, y de otras naciones, con los que ella compartió esfuerzos en los múltiples proyectos que coordinó, quienes se han configurado como nodos de las redes que tejió. Estas voces son las que actualmente nombran a María.

Abstract Introduction: There is an emerging propensity to use narrative inquiry as a nursing research methodology. The narrative inquiry aims to understand experiences and reveal the meaning of individual experiences providing crucial knowledge. The relationship between the nurse researcher and the participant is especially relevant in narrative inquiry. Purpose: To discuss ethical conduct in narrative inquiry and examine specific ethical issues at different stages of the narrative inquiry process in nursing research. Methods: Critical reflection supported by scientific evidence. Results: The relational component and the greater proximity with the participants in narrative research means that additional ethical issues have to be considered and respected in research planning, data collection, text composition, analysis, data interpretation and presentation of results. Conclusion: The relational properties of this methodology involve scrupulous ethical conduct with increased responsibilities in the relationship with participants and in the use of their narratives, respecting scientific rigor.

Resumo Introdução: Há uma propensão emergente para utilizar a investigação narrativa como metodologia de investigação em enfermagem. A investigação narrativa visa compreender as experiências e revelar o significado das experiências individuais fornecendo conhecimentos cruciais. A relação entre o enfermeiro investigador e o participante é especialmente relevante na investigação narrativa. Objetivo: Discutir sobre a conduta ética na investigação narrativa e examinar questões éticas específicas nas diferentes etapas do processo de investigação narrativa na investigação em enfermagem. Métodos: Reflexão crítica suportada por evidência científica. Resultados: A componente relacional e a maior proximidade com os participantes na investigação narrativa significam que questões éticas adicionais tenham de ser consideradas e respeitadas no planeamento da investigação, colheita de dados, composição dos textos, análise, interpretação dos dados e apresentação dos resultados. Conclusão: As propriedades relacionais desta metodologia implicam uma conduta ética de acordo com as responsabilidades acrescidas na relação com os participantes e na utilização das suas narrativas, respeitando o rigor científico.

Nesta pesquisa narrativa, narro e componho sentidos de uma experiência como professora de inglês durante um curso que integrou premissas de gamificação e jogos digitais para promover o engajamento e a participação central dos alunos. Começo explicando o contexto em que a pesquisa foi realizada e apresentando os motivos da minha pesquisa. Em seguida, analiso a tarefa proposta, na qual os alunos responderam a um questionário sobre as características que, se tivessem a chance, gostariam de manter ou mudar em mim como sua professora de inglês. Suas respostas basearam a escrita de um poema, que mostrou a necessidade de eu sair do centro das atenções. A experiência seguinte narrada foi a de fazer com que meus alunos gamificassem sua prova oral final enquanto eu tentava guiá-los. Aprendi que o protagonismo deles conduziu ao engajamento e a uma atitude positiva em relação ao processo de aprendizagem. Também compreendi que meu desejo de estar ao lado e não em uma posição central não era suficiente. Ter vivido a experiência junto com eles foi o que me despertou para rever continuamente minha identidade profissional.

In this narrative inquiry, I narrate and compose meaning of an experience as an English teacher who designed a course that integrated premises of gamification and digital gaming to foster students’ engagement and central participation. I begin by explaining the context in which the research took place and presenting the reasons for my proposal. Subsequently, I go over the task proposed, where students answered a questionnaire on the traits they would like to keep or change in me as their English teacher, given the chance. Their answers based the writing of a poem, which showed the need for me to step off the spotlight. The following experience narrated was having my students gamify their final oral test while I tried to be the guide on the side. I learned their central participation led to engagement and a positive attitude towards the learning process. I also understood that my urge to be a guide on the side and not a sage on stage was not enough. What really awoke me to continuously review my professional identity was having lived the experience together with them.

ABSTRACT In this narrative inquiry, I narrate and compose meaning of an experience as an English teacher who designed a course that integrated premises of gamification and digital gaming to foster students’ engagement and central participation. I begin by explaining the context in which the research took place and presenting the reasons for my proposal. Subsequently, I go over the task proposed, where students answered a questionnaire on the traits they would like to keep or change in me as their English teacher, given the chance. Their answers based the writing of a poem, which showed the need for me to step off the spotlight. The following experience narrated was having my students gamify their final oral test while I tried to be the guide on the side. I learned their central participation led to engagement and a positive attitude towards the learning process. I also understood that my urge to be a guide on the side and not a sage on stage was not enough. What really awoke me to continuously review my professional identity was having lived the experience together with them. inquiry proposal Subsequently proposed chance poem spotlight process enough them

RESUMO Nesta pesquisa narrativa, narro e componho sentidos de uma experiência como professora de inglês durante um curso que integrou premissas de gamificação e jogos digitais para promover o engajamento e a participação central dos alunos. Começo explicando o contexto em que a pesquisa foi realizada e apresentando os motivos da minha pesquisa. Em seguida, analiso a tarefa proposta, na qual os alunos responderam a um questionário sobre as características que, se tivessem a chance, gostariam de manter ou mudar em mim como sua professora de inglês. Suas respostas basearam a escrita de um poema, que mostrou a necessidade de eu sair do centro das atenções. A experiência seguinte narrada foi a de fazer com que meus alunos gamificassem sua prova oral final enquanto eu tentava guiá-los. Aprendi que o protagonismo deles conduziu ao engajamento e a uma atitude positiva em relação ao processo de aprendizagem. Também compreendi que meu desejo de estar ao lado e não em uma posição central não era suficiente. Ter vivido a experiência junto com eles foi o que me despertou para rever continuamente minha identidade profissional. narrativa seguida proposta chance poema atenções guiálos. guiálos guiá los. los guiá-los aprendizagem suficiente profissional

Abstract The driving force behind this inquiry is the paradox that arises between a societal expectation marked by high standards (wherein educators are tasked with ensuring the acquisition of literacy skills and cultivating a reading culture among their students) and a disconcerting reality (on where reading fails to occupy a central position in the professional identity of prospective teachers). Consequently, this article delves into the utilization of fictional novels as a catalyst for the construction of teacher identity, achieved through a meticulous examination of the narratological elements interwoven within the text, and facilitated through structured discussions akin to a literary circle. Specifically, this study endeavors, via a case study involving primary teacher education students and centered around the novel “Clarissa” by Stefan Zweig, to ascertain the extent to which reflective and collective engagement with literature can engender a forward-looking perspective regarding their professional trajectory in education. Employing methodologies encompassing action research, textual analysis, and narrative inquiry, the findings elucidate that the deliberate exploration of this novel within the context of the Field experience program offers a fertile ground, as perceived by the participants, for imbuing meaning into the establishment of a robust teacher identity in weak readers. wherein on teachers. teachers . teachers) Consequently text circle Specifically endeavors Clarissa “Clarissa Zweig forwardlooking forward looking research analysis ground participants readers

Resumen Lo que motiva esta investigación es la paradoja que emana entre una expectativa social altamente exigente (que los docentes deben asegurar la adquisición de la competencia lectora y fomentar dicho hábito entre sus estudiantes) y una constatación sumamente preocupante (que la lectura no figura en el núcleo de la identidad profesional de los futuros docentes). En este sentido, el artículo expone el uso de la novela de ficción en la conformación de la identidad docente mediante la reflexión sobre los elementos narratológicos que surcan el texto, leído y comentado a modo de club de lectura. En particular, este trabajo trata de exponer, mediante un estudio de caso con estudiantes de Magisterio y a través de la lectura de la novela Clarissa de Stefan Zweig, en qué medida la lectura reflexiva y colectiva de la novela permite abrir un horizonte de expectativas acerca de su futuro como profesionales educativos. Desde la investigación-acción, el análisis textual y la indagación narrativa, los resultados muestran que el ejercicio reflexivo de esta novela en el marco del Prácticum del Grado de Magisterio ofrece, desde las percepciones los estudiantes, una oportunidad para dar sentido a la construcción sólida de la identidad docente en lectores débiles. docentes. . docentes) texto particular exponer Zweig educativos investigaciónacción, investigaciónacción acción, acción investigación-acción narrativa ofrece débiles

ABSTRACT Digital technology is present in many areas of 21st century society, including education. However, not enough attention has been paid to pre-service language teachers’ life history in relation to technology - their technobiographies. To identify these digital practices, a case study was carried out with pre-service language teachers, analyzing how they choose digital tools to learn a foreign language and their impressions about what is available online. The aim of this study is to add to the available literature in the field of Educational Technology, concentrating on pre-service language teachers’ experiences with digital technology. As a qualitative piece of research on Computer Assisted Language Learning, this study used technobiographies as data. The analysis shows that participants were concerned about the contents of the selected website or the app to learn the chosen language. Access features and available placement tests were also investigated. The findings suggest that understanding digital practices and online learning experiences could benefit the construction of a meaningful training curriculum aimed at professional development and future practice. st society education However preservice pre service teachers Technology Learning data investigated practice

RESUMO A tecnologia digital (TD) está presente em muitos campos da sociedade do século XXI, incluindo a educação. Contudo, ainda existem poucos trabalhos que tratam da história de vida dos professores de línguas em relação à tecnologia - as suas tecnobiografias. Foi realizado um estudo de caso com professores de línguas pré-serviço, analisando como eles escolhem ferramentas digitais para aprender uma língua estrangeira e as suas impressões sobre o que está disponível online para tal finalidade - suas práticas digitais. Um dos objetivos deste artigo é expandir a literatura disponível no campo da tecnologia educacional, centrando-se nas experiências desses professores com a TD. A investigação qualitativa na área de CALL utilizou as tecnobiografias como dados. A análise mostra que os participantes se preocuparam com questões que envolvem o conteúdo do site ou do app selecionado para a aprendizagem da língua escolhida. As características de acesso e os testes de nivelamento disponíveis também foram mencionados. Os resultados sugerem que a compreensão das práticas digitais e experiências de aprendizagem online podem vir a beneficiar a construção de um currículo de formação significativo, que vise ao desenvolvimento profissional e práticas futuras. TD (TD XXI educação Contudo préserviço, préserviço pré serviço, serviço pré-serviço educacional centrandose centrando dados escolhida mencionados significativo futuras

In community music and music education, there is a notable resurgence in the commitment to advance social justice. This focus underscores the importance of making music accessible to all and, thus, ensuring inclusivity. Community musicians and music educationists are encouraged not only to contemplate but to support social justice causes actively and to integrate these principles into music education curricula. Unfortunately, many learners and students have been excluded from praxial music making opportunities because of historical neglect and unfair practices. Musicking is a practical, human action, central to Community Music and Music Education, and gravitates towards community (Small, 1998). The argument stands that musicking can therefore be a practical vehicle for community musicians and music educators through which social justice principles can be advanced. Underpinned by Elliot's (1995) praxial theory, Freire's (2000) critical theory, and Ebersöhn's (2012) flocking theory, in this qualitative study we used narrative inquiry to explore social justice in musicking through the lived stories of 18 musicians, from South Africa, Uganda, and Israel, who were involved in Community Music projects. We describe how community musicians have upheld inclusion, accessibility, lifelong learning, and transformation in musicking as fundamental principles in the fight for social justice.

The sudden arrival of the coronavirus disease 2019 (COVID-19) pandemic in South Africa drastically changed the normal way of life in all sectors. It compelled everyone to look at the meaning of life and death differently and more painfully than before. This article investigates the cultural theories and religious narratives on the meaning of life and death, associated with the pervasiveness of the COVID-19 pandemic. The coronavirus affected individuals, families and communities, some directly or indirectly, no one is or was immune to the virus. The article argues that due to COVID-19 restrictions and lockdowns, culture, religious practices and protocols have been upended. The COVID-19 pandemic challenged inkcubeko nenkolo yabantu [culture, people's religious belief systems and practices]. This article consists of in-depth qualitative interviews with four religious leaders from the Christian and Muslim faiths. Because of the interviews with persons, oral historians conduct open-ended interviews, as a form of social inquiry. Oral history narratives thus connect the individual and the social, drawing on cultural and religious expressions to tell one's story. CONTRIBUTION: The scholarly contribution of this article adds value and significance to oral history research, as a way of collecting and interpreting human memories and experiences on the meaning of life and death during the COVID-19 crisis. It discusses the dreadfulness of the COVID-19 scourge concerning religious and cultural effects, social sciences and people's narrative reflections.

Abstract Objective: to analyze the meaning attributed by parents to the extended and permanent survival of childhood cancer. Method: qualitative narrative inquiry, developed with parents of adolescents and young adults who survived childhood cancer. Recruitment and data collection involved virtual and in-person approaches. The data were collected through semi-structured interviews. Data were analyzed according to reflective thematic analysis. Results: a total of ten parents were included in the study. Two thematic narrative syntheses were constructed: “Times of war”; and “Time of uncertain peace”, with their respective sub-themes. The cancer diagnosis marks the beginning of times of war in the parents’ lives. They experience cancer treatment as “highs and lows” with potential threats to their children’s lives. After that, “Time of uncertain peace” are reached, and the balance of the family unit is reestablished. However, the fear of recurrence makes the family peace uncertain, and its maintenance requires constant vigilance and attention to the signs and symptoms of a possible new battle. Conclusion: the results highlight the experience of being a parent of a childhood cancer survivor and can be applied to develop models of care centered on the survivors’ family. Objective Method inquiry inperson person approaches semistructured semi structured interviews analysis Results study constructed Times war” Time peace, , subthemes. subthemes sub themes. themes sub-themes lives highs lows childrens children s that reached reestablished However battle Conclusion survivors

Resumo Objetivo: analisar os significados atribuído pelos pais à sobrevivência estendida e permanente ao câncer infantojuvenil. Método: estudo qualitativo narrativo, desenvolvido com pais de adolescentes e adultos jovens que sobreviveram ao câncer infantojuvenil. O recrutamento e a coleta de dados envolveram abordagens virtuais e presenciais. Os dados foram coletados por meio de entrevistas semiestruturadas e analisados segundo análise temática reflexiva. Resultados: um total de dez pais foram incluídos no estudo. Foram construídas duas sínteses narrativas temáticas: “Tempos de guerra”; e “Tempo de paz incerta”, com seus respectivos subtemas. O diagnóstico de câncer marca o início de tempos de guerra na vida dos pais. Eles experienciam o tratamento do câncer como “altos e baixos”, com ameaças potenciais à vida dos seus filhos. Depois disso, chega-se ao “Tempo de paz incerta” e o equilíbrio da unidade familiar é restabelecido. Porém, o medo da recidiva torna a paz familiar incerta, e sua manutenção exige vigilância constante e atenção aos sinais e sintomas de uma possível nova batalha. Conclusão: os resultados destacam a experiência de ser pai de um sobrevivente de câncer infantil e podem ser aplicados para desenvolver modelos de cuidado centrados na família dos sobreviventes. Objetivo infantojuvenil Método narrativo presenciais reflexiva Resultados temáticas Tempos guerra” Tempo incerta , subtemas altos baixos, baixos baixos” filhos disso chegase chega se restabelecido Porém batalha Conclusão sobreviventes

Resumen Objetivo: analizar los significados que les atribuyen los padres a la supervivencia prolongada y permanente del cáncer infantojuvenil. Método: estudio narrativo cualitativo, desarrollado con padres de adolescentes y adultos jóvenes que sobrevivieron al cáncer infantojuvenil. El reclutamiento y la recogida de datos se basó en enfoques virtuales y presenciales. Los datos fueron recolectados a través de entrevistas semiestructuradas y analizados según análisis temático reflexivo. Resultados: se incluyeron en el estudio un total de diez padres. Se construyeron dos síntesis narrativas temáticas: “Tiempos de guerra”; y “Tiempo de paz incierta”, con sus respectivos subtemas. El diagnóstico de cáncer marca el inicio de tiempos de guerra en la vida de los padres. Viven el tratamiento del cáncer como “altibajos” con amenazas potenciales para la vida de sus hijos. Después llega el “Tiempo de paz incierta” y se restablece el equilibrio de la unidad familiar. Pero el miedo a la recidiva torna incierta la paz familiar, y mantenerla implica un control constante y prestar atención a los signos y síntomas de una posible nueva batalla. Conclusión: los resultados destacan la experiencia de ser padre de un superviviente de cáncer infantil y pueden aplicarse para desarrollar modelos de atención centrados en la familia de los supervivientes. Objetivo infantojuvenil Método cualitativo presenciales reflexivo Resultados temáticas Tiempos guerra” Tiempo incierta, , subtemas altibajos “altibajos hijos familiar batalla Conclusión supervivientes

Resumen Este artículo presenta un estudio narrativo que explora las perspectivas reflexivas y transformadoras que asumen dos profesores de inglés cuando construyen una narración sobre sí mismos como profesionales en la enseñanza de esta lengua. Sus experiencias profesionales son investigadas a la luz de las políticas públicas que afectan sus prácticas educativas cotidianas. Así pues, el estudio adopta una metodología narrativa que les permite reconstruir su recorrido profesional en relación con dichas políticas, reflexionando sobre su pasado (retrospección), presente (introspección) y futuro (prospección) como profesionales de la lengua inglesa. Los datos se recopilaron a través de entrevistas semiestructuradas, las cuales se interpretaron utilizando un marco de análisis narrativo. Los resultados revelaron que la formación posgradual crea una comunidad de práctica en la que los profesores pueden cuestionar sus experiencias pasadas con respecto a estas políticas lingüísticas. De esta manera, pueden ejercer su agencia a través de micro prácticas en el aula que los incitan a resistir las políticas lingüísticas educativas opresivas. Además, estas micro prácticas dan forma al futuro imaginado de los profesores y contribuyen a su identidad como agentes de cambio.

Abstract This article reports a narrative study on the reflexive and transformative perspectives that two English language teachers take on when they story themselves as ELT professionals. The research examines their experiences in the light of public policies that influence their daily teaching praxis. Using a narrative methodology, the study investigates how teachers reconstruct and give meaning to their professional experiences within the context of these policies. In this respect, participants make sense of themselves as English language professionals by reflecting on their past (retrospection), present (introspection), and future (prospection). Data was collected through semi-structured interviews and analyzed under a narrative framework. The findings revealed that teachers’ postgraduate education serves as a community of practice, providing them with a platform to problematize their prior experiences with Colombian language policies. As a result, this critical approach allows them to exert their agency by implementing classroom micro-practices that lead them to resist oppressive education language policies. Furthermore, these micro-practices contribute to shaping teachers’ envisioned futures and their identities as agents of change.

Resumen La práctica docente es una etapa crucial en la vida profesional de los futuros docentes. Derivado de la pandemia por la COVID-19, los docentes practicantes realizaron su práctica docente en línea. La práctica docente a distancia enfrenta a los docentes practicantes a una serie de retos como la falta de habilidades tecnológicas o la poca interacción entre maestros y alumnos. Este artículo describe la experiencia vivida de ser docente practicante en línea para comprender ¿cómo se experimentó la relación humana vivida? Se trata de una investigación cualitativa narrativa, se analizaron dos casos en profundidad seleccionados por criterios de máxima variación que incluyen ser docente practicante en línea, la modalidad en la que se formaron (estudiante de tiempo completo o estudiante de la modalidad semipresencial) y el grado en la que impartieron su práctica docente. Los datos se recabaron a través de entrevistas y relatos autobiográficos. Los resultados presentados de forma narrativa enfatizaron la importancia de la relación humana vivida y el impacto que tuvo en la práctica docente de los docentes practicantes de inglés. A pesar de la falta de interacción en ambientes virtuales reportada en la literatura, los resultados resaltan la necesidad y la posibilidad de construir una relación pedagógica aun cuando la práctica docente se realiza en línea. Se concluyó que la relación humana vivida es una dimensión existencial esencial, incluso en ambientes virtuales, que ayuda a los docentes practicantes a mejorar sus clases y a asumirse como docentes.

Abstract The practicum is a crucial stage in a future teacher’s life. Pre-service English teachers did their practicum online due to the COVID-19 pandemic. Online practicum is a challenge because of a lack of technological skills and little interaction between teacher-students. This paper describes a narrative inquiry that focused on the lived experience of being online pre-service English teachers to gain insights into how they experienced the lived human relation. It is a qualitative narrative study that analyzed two cases in-depth. The participants were recruited by maximum variation criteria including individuals related to the conceptual questions, diversity regarding the students’ attendance (full-time student or blended-learning student), and the practicum’s class grade taught. Data were gathered through autobiographical accounts and follow-up interviews. The results are presented narratively. The participants’ stories emphasized the importance of the lived human relation and how it impacted the pre-service English teacher practicum. Despite the distance practicum’s lack of interaction reported in the literature, it is stressed that building up a pedagogical relation is possible and necessary. It is concluded that the lived human relation was an essential existential dimension that helped pre-service teachers improve their classes and become a teacher even in online settings.

Resumo A prática docente é uma etapa crucial na vida profissional dos futuros professores. Decorrente da pandemia de COVID-19, os professores praticantes realizaram a sua prática docente online. A prática do ensino a distância enfrenta os professores atuantes com uma série de desafios, como a falta de habilidades tecnológicas ou a pouca interação entre professores e alunos. Este artigo descreve a experiência vivida de ser professor atuante online para compreender como foi vivenciada a relação humana vivida? Trata-se de uma pesquisa narrativa qualitativa, foram analisados em profundidade dois casos, selecionados por critérios de máxima variação que incluem ser professor em exercício online, a modalidade em que foram formados (estudante em tempo integral ou aluno da modalidade semipresencial) e a titulação em que deram a sua prática pedagógica. Os dados foram coletados por meio de entrevistas e relatos autobiográficos. Os resultados apresentados em forma de narrativa enfatizaram a importância da relação humana vivida e o impacto que ela teve na prática docente dos professores de inglês em exercício. Apesar da falta de interação em ambientes virtuais relatada na literatura, os resultados destacam a necessidade e a possibilidade de construção de uma relação pedagógica mesmo quando a prática docente é realizada online. Concluiu-se que a relação humana vivida é uma dimensão existencial essencial, mesmo em ambientes virtuais, que ajuda os professores em exercício a melhorarem as suas aulas e a assumirem-se como professores.

Resumen Este artículo presenta los hallazgos de un macroproyecto de bilingüismo desarrollado en el Departamento de Risaralda, Colombia, cuyo objetivo fue determinar las percepciones de los profesores de inglés sobre la implementación de la Instrucción Basada en Tareas (TBI) en sus clases. Para ello, se empleó un diseño de investigación cualitativa y se utilizó la investigación narrativa para analizar las experiencias de 12 profesores de inglés que participaron en el estudio. Los datos se recolectaron mediante observaciones en el aula, el uso de cuestionarios y entrevistas. Los resultados indicaron que los participantes del estudio encontraron este enfoque útil para mejorar su desarrollo profesional y la participación de sus estudiantes en la clase de inglés. Sin embargo, también manifestaron que implementar clases con TBI consumía mucho tiempo y requería diseñar y adaptar materiales sensibles a la cultura. Los resultados también revelaron que los profesores de inglés cambiaron la metodología en sus clases, pasando de un enfoque estructural a uno más comunicativo.

Abstract This paper presents the findings of a bilingualism macro-project developed in the Department of Risaralda, Colombia, which aimed at determining English teachers’ perceptions regarding the implementation of Task-Based Instruction (TBI) in their classes. The project employed a qualitative research design and used narrative inquiry to analyze the experiences of 12 English language teachers who participated in the study. Data collection instruments included the use of classroom observations, questionnaires, and interviews. The results indicated that the participants found TBI to be helpful in improving their professional development and their students’ engagement in the English class. However, they also reported that implementing classes with TBI was time-consuming and required the design and adaptation of culture-sensitive materials. The results also revealed that English teachers experienced a methodological shift in their classes, moving from a structural approach to a more communicative one.

This paper aims to discuss the value of visual methods in narrative studies developed under the scope of Applied Linguistics. There is a growing interest in visual methods in the area as a way of better understanding research participants’ experiences. We draw on our own experiences of using visual methods, such as the drawing and the timeline, in narrative studies focusing on English teachers’ identity. It is, therefore, a narrative inquiry on conducting visual narrative research: we compose meanings about this process, and discuss the value of visual narrative approaches based on our experiences and reflections developed in other studies. The formative, empirical and analytical value of visual methods is explored. We conclude highlighting visual methods’ potential as a tool for reflection, and as a resource for accessing participants’ narratives of experience and identifying themes and threads articulated in them.

Este trabalho tem como objetivo discutir o valor de métodos visuais em estudos de cunho narrativo desenvolvidos dentro do escopo da Linguística Aplicada. Há um crescente interesse em métodos visuais na área como forma de melhor entender as experiências de participantes de pesquisa. Valemo-nos de nossas próprias experiências de uso métodos visuais, tais como o desenho e a linha do tempo, em estudos narrativos sobre a identidade do professor de língua inglesa. Trata-se, portanto, de uma pesquisa narrativa sobre o fazer pesquisa narrativa visual: compomos sentidos sobre esse processo, e discutimos o valor de abordagens narrativo-visuais a partir de nossas vivências e de reflexões desenvolvidas em outros estudos. Os valores formativo, empírico e analítico de métodos visuais em pesquisas narrativas são explorados. Concluímos ressaltando o potencial de métodos visuais enquanto ferramenta de reflexão, e recurso para se acessar as narrativas de experiência de participantes e identificar temas e enredos nelas articulados.

ABSTRACT This paper aims to discuss the value of visual methods in narrative studies developed under the scope of Applied Linguistics. There is a growing interest in visual methods in the area as a way of better understanding research participants’ experiences. We draw on our own experiences of using visual methods, such as the drawing and the timeline, in narrative studies focusing on English teachers’ identity. It is, therefore, a narrative inquiry on conducting visual narrative research: we compose meanings about this process, and discuss the value of visual narrative approaches based on our experiences and reflections developed in other studies. The formative, empirical and analytical value of visual methods is explored. We conclude highlighting visual methods’ potential as a tool for reflection, and as a resource for accessing participants’ narratives of experience and identifying themes and threads articulated in them. Linguistics participants timeline teachers identity therefore process formative explored reflection them

RESUMO Este trabalho tem como objetivo discutir o valor de métodos visuais em estudos de cunho narrativo desenvolvidos dentro do escopo da Linguística Aplicada. Há um crescente interesse em métodos visuais na área como forma de melhor entender as experiências de participantes de pesquisa. Valemo-nos de nossas próprias experiências de uso métodos visuais, tais como o desenho e a linha do tempo, em estudos narrativos sobre a identidade do professor de língua inglesa. Trata-se, portanto, de uma pesquisa narrativa sobre o fazer pesquisa narrativa visual: compomos sentidos sobre esse processo, e discutimos o valor de abordagens narrativo-visuais a partir de nossas vivências e de reflexões desenvolvidas em outros estudos. Os valores formativo, empírico e analítico de métodos visuais em pesquisas narrativas são explorados. Concluímos ressaltando o potencial de métodos visuais enquanto ferramenta de reflexão, e recurso para se acessar as narrativas de experiência de participantes e identificar temas e enredos nelas articulados. Aplicada Valemonos Valemo nos tempo inglesa Tratase, Tratase Trata se, Trata-se portanto visual processo narrativovisuais formativo explorados reflexão articulados

With the study reported on here we aimed to explore and compare the experiences of pre-service teachers with their mentor teachers and of mentor teachers with their own mentor teachers when they were pre-service teachers. The design of this qualitative research was narrative inquiry. The study group consisted of senior pre-service pre-school teachers taking the Teaching Practice I course (n = 8) in the Faculty of Education at a state university and their mentor teachers (n = 4) teaching in public kindergartens. Qualitative data was collected through individual narrative interviews with pre-service teachers and their mentor teachers. The data was subjected to content analysis using inductive coding. Three themes emerged from the content analysis: (1) mentoring experiences of pre-service teachers and their mentor teachers, (2) mentoring memories of pre-service teachers and their mentor teachers, and (3) wishes of pre-service teachers and of their mentor teachers about mentoring. The most striking finding of this research was that the memories and wishes of pre-service teachers and their mentor teachers about mentoring were similar. The findings of this research are anticipated to bring about different perspectives and contribute to the content and effectiveness of teaching practice courses.