A Collaborative Autoethnography on Being Preservice English Language Teachers Throughout the Bachelor’s Degree

This article analyzes the experiences of two preservice English language teachers within their bachelor’s degree and pedagogical practicum through a collaborative autoethnography. The authors discuss empowerment as contributing agent to field teaching address issues such methodologies, mentor teachers, native speakerism, colonial ideologies, decolonization processes. Findings suggest that should be allowed reflect, analyze, thus contribute understanding social dynamics what it means teach teacher. Preservice are not passive agents but builders knowledge, capable transforming vision education, making visible critical aspects resisting imposed