Transformación Pedagógica del Inglés en Contextos Vulnerables: El Papel de las Comunidades de Aprendizaje Reflexivo
Pedagogical Transformation of English Teaching in Vulnerable Contexts: The Role of Reflective Learning Communities
Abstract
Teaching English in vulnerable contexts faces structural challenges, such as resource scarcity, limited connectivity, and insufficient teacher training, exacerbated by pedagogical models poorly adapted to local realities. This study aims to analyze the integration of pedagogical, technological, and subject-matter knowledge (TPACK) with reflective learning communities and its contribution to transforming the teaching practices of English teachers in a vulnerable context in the municipality of San Martín de Loba, Colombia. This qualitative, documentary-ethnographic research systematizes theoretical foundations and empirical evidence on pedagogical transformation in vulnerable contexts. It was based on a systematic review of various sources, including ethnographic data collected through participant observation, interviews with 15 teachers, and validated analytical matrices. The study found that the integration of the TPACK model and collaborative reflection fosters effective pedagogical practices in vulnerable contexts. The use of USB drives is being reconfigured as a strategic tool for distributing bilingual videos, audio, and materials, transforming technological knowledge into resource management for offline use. Combined with WhatsApp® without data and critical sequences about local realities, it strengthens the PCK (Professional Competence Knowledge) and reduces teacher isolation. The TPACK model in English language teaching in geographically dispersed areas like San Martin de Loba prioritizes cultural relevance, teacher agency, and pedagogical resistance to hegemonic curricula.
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References
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