El reconocimiento como profesor de inglés: una exploración de las experiencias de estudiantes en práctica intermedia.

This paper examines the experience of a group of students conducting their intermediate teaching practicum while studying an English Teaching Program at a Chilean university. The main objective is to explore, from the student’s point of view, the factors which lead to their recognition as teachers during that practicum experience, despite their marginal structural position as pre-service teachers in the educational establishments. The study is based on the analysis of five semi-structured interviews, following the conceptual apparatus offered by French sociologist Pierre Bourdieu. We argue that the main factor determining how preservice teachers acquire capital, authority and recognition as teachers in their practicum classrooms is the negotiation of the asymmetrical power relations which emerges between the trainees and their mentor teachers (i.e., the actual classroom teachers). [ABSTRACT FROM AUTHOR]