Experienced and novice EFL teachers beliefs regarding feedback : a case study.
The present research follows a qualitative approach and it is a representative case study with 6 participants. It aims to answer to the question: How do experienced and novice EFL teachers from the UPN acknowledge feedback taking into account the different levels of education in Colombia? First, dat...
- Autores:
-
Rodríguez Méndez, Nathalia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/16691
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/16691
- Palabra clave:
- Enfoque cualitativo
Estudio de caso
Profesores experimentados
Inglés como lengua extranjera
Profesores novatos
Realimentación
Educación en Colombia
Habilidades productivas
Qualitative approach
Case study
Experienced teachers
EFL
Novice teachers
Feedback
Education in Colombia
Productive skills
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
| Summary: | The present research follows a qualitative approach and it is a representative case study with 6 participants. It aims to answer to the question: How do experienced and novice EFL teachers from the UPN acknowledge feedback taking into account the different levels of education in Colombia? First, data revealed that teachers tend to focus on productive skills when giving their opinions about feedback. Also, the participants define feedback as a tool that allows students to improve and that can be used to raise consciousness about their learning. Further, data showed the lack of access and knowledge to the official documents and the absence of guidelines that frame feedback delivery for teachers, stating the necessity to spread and create spaces for this matter in educational scenarios. |
|---|