Challenges that a pre-service teacher copes during the EFL teaching Process with adult students in the pedagogical practice II

Abstract

The narrative helps us to understand the different realities and contexts from the point of view of those who face specific situations, which results in a knowledge of identity. In this study, from the perspective of narrative research, she describes, analyzes, and interprets the challenges faced by a pre-service Teacher during the EFL process with adult students through her life history and experiences. This group was adults between the ages of 39 to 61 years old, students of Basic English I at the Fundación Alianza Social Educativa, which provides informal education to people of all ages, the institution is located in the city of Bogotá. This research was carried out by means of a qualitative and inductive methodology. The instruments collected reflections and experiences about teaching English to students of a mature age in the pedagogical practice. In addition, oral, written, and multimodal narratives were involved. The data analysis was framed in depth through a manual and systematic thematic approach where it is categorized into four main themes that address the little experience in teaching English, interaction with students, planning of classes, and research on methodology and teaching English in a didactic way. The conclusions yielded reflections on the pedagogical role of the teaching voice of a pre-service English Teacher next to the participants.