Buenas prácticas en la enseñanza del inglés: aprendizajes para la formación docente y el compromiso universidad-comunidad

Abstract

This article stems from an ongoing doctoral research project conducted in a public school in Cartagena de Indias, Colombia, aimed at understanding and interpreting good teaching practices in English language instruction developed by teachers in real school contexts. From a qualitative and situated perspective, these practices are understood not as isolated actions, but as forms of pedagogical knowledge production that emerge from territory, experience, and the social conditions that shape public education. The article argues that such practices hold valuable insights for the initial training of future teachers in higher education, particularly during the early semesters of teacher education programs. Drawing on the theoretical advances of the research, the paper reflects on the existing gap between universities and schools and highlights the need for a university-community dialogue that recognizes teachers as knowledge producers rather than mere implementers of policies. This text does not present final empirical results but rather offers a reflective and propositive approach to rethinking teacher education from the perspective of territory, ethical responsibility, and social commitment.