Learning With Place: Place-Bound Pedagogies in English Teacher Education Practicum Contexts

This article explores how place-bound pedagogies emerged during the rural teaching practicum of an English student-teacher from a Colombian public university. Drawing on critical place inquiry and a walking-narrative methodology, it maps the network of human and more-than-human actants that shape practice. Classroom approaches initially framed by institutional logics shifted as community life, local knowledge, and interactions redefined teaching. Narrative network analysis revealed a move from curriculum-based delivery to relational, co-constructed learning grounded in rural rhythms, priorities, and disruptions, including armed conflict. Findings highlight place as an active co-author of pedagogy, repositioning teacher education to value place as lived, contested, and co-produced, where English intertwines with practices of care, survival, and community.