This article reports results of a qualitative study which aimed to inquire about meaningful narratives of 184
students of a teaching degree in Modern Languages in a private university in Bogotá. The study intended to
identify and characterise different aspects (linguistic, social, cognitive, pedagogic, emotional, or else) which
pre-service teachers narrated as being meaningful for their learning once they finished their foreign language
teaching practicum. Narrative events were collected through a self-evaluation instrument that was submitted by
the students of different cohorts (I-2009 to II-2012) at the end of their teaching practicum. The article focuses
on pre-service teachers’ relationship with their pedagogical advisor during their practicum period. Analysis of
the data showed that pre-service teachers established a close bond with their pedagogical advisor in which the
advisors’ support, experience, attitude, and knowledge are highlighted, particularly related to the role pre-service
teachers acquire as didactic agents and not merely as pedagogical educators.
Keywords: pre-service teachers; teaching practicum; pedagogical advisor
http://www.scielo.org.co/pdf/signo/v35n68/v35n68a03.pdf
