Interpretation of the methodological processes of the teaching practice professors in the bachelor’s degree in Foreign Languages with Emphasis in English at UCEVA

Abstract

This hermeneutic study interpreted the methodological processes carried out by the teachers-advisors of the area of pedagogicalteaching practice of a degree program in Foreign Languages with emphasis in English, in a university in Colombia. The researchers used two information-gathering techniques, a 22-question survey for student-practitioners and an 8-question interview for teachers-advisors; both tools to assess the perceptions of these methodologies from three final categories that are: “Knowledge to teach”, “contexts”, “strategies and mechanisms in teaching”. In the findings, a positive balance is evident in those methodological processes implemented by teachers-practice advisors; likewise, based on the didactic foundations identified in the documentary analysis, there is a marked congruence between what students perceive and what their teachers say.