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...

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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/
id RPEDAGO2_76fad92fdddf54ba5a7caf83d36276f6
oai_identifier_str oai:repository.pedagogica.edu.co:20.500.12209/16691
network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.eng.fl_str_mv Experienced and novice EFL teachers beliefs regarding feedback : a case study.
title Experienced and novice EFL teachers beliefs regarding feedback : a case study.
spellingShingle Experienced and novice EFL teachers beliefs regarding feedback : a case study.
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
title_short Experienced and novice EFL teachers beliefs regarding feedback : a case study.
title_full Experienced and novice EFL teachers beliefs regarding feedback : a case study.
title_fullStr Experienced and novice EFL teachers beliefs regarding feedback : a case study.
title_full_unstemmed Experienced and novice EFL teachers beliefs regarding feedback : a case study.
title_sort Experienced and novice EFL teachers beliefs regarding feedback : a case study.
dc.creator.fl_str_mv Rodríguez Méndez, Nathalia
dc.contributor.advisor.none.fl_str_mv Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv Rodríguez Méndez, Nathalia
dc.subject.spa.fl_str_mv Enfoque cualitativo
Estudio de caso
Profesores experimentados
Inglés como lengua extranjera
Profesores novatos
Realimentación
Educación en Colombia
Habilidades productivas
topic 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
dc.subject.keywords.eng.fl_str_mv Qualitative approach
Case study
Experienced teachers
EFL
Novice teachers
Feedback
Education in Colombia
Productive skills
description 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.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-12-15T16:29:20Z
dc.date.available.none.fl_str_mv 2021-12-15T16:29:20Z
dc.date.issued.none.fl_str_mv 2021
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv info:eu-repo/semantics/bachelorThesis
format http://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/16691
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv repourl: http://repositorio.pedagogica.edu.co/
url http://hdl.handle.net/20.500.12209/16691
identifier_str_mv instname:Universidad Pedagógica Nacional
reponame: Repositorio Institucional UPN
repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv Akcan, S. (2016). Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching. PROFILE Issues in Teachers’ Professional Development, 18, 55–70. https://doi.org/http://dx.doi.org/10.15446/profile.v18n1.48608
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Aslan, C. (2017). Examining Epistemological Beliefs of Teacher Candidates According to Various Variables. Eurasian Journal of Educational Research, 17(67), 37–50. https://doi.org/10.14689/ejer.2017.67.3
Birello, M. (2012). Interview: Teacher Cognition and Language Teacher Education: beliefs and practice. A conversation with Simon Borg. Bellaterra Journal of Teaching & Learning Language & Literature, 5(2), 88. https://doi.org/10.5565/rev/jtl3.464
Borg, S. (2015). Teacher cognition and language education: research and practice. Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc.
British Council. (2015, May). English in Colombia: An examination of policy, perceptions and influencing factors. Obiret. http://obiret-iesalc.udg.mx/es/informes-y-estudios/english-colombia-examination-policy-perceptions-and-influencing-factors
Brown, H. D. (2007). Principles of language learning and teaching: a course in second language acquisition (5th ed.). Pearson Education.
Bryman, A. (2012). Social Research Methods (4th ed.). Oxford University Press.
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Cope, D (2014). The use of triangulation in qualitative research. In Oncology nursing forum (Vol. 41, No. 5, p. 545).
Council of Europe. (2001). Common European Framework of Reference for Languages. COE. https://rm.coe.int/16802fc1bf.
Creswell, J. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
Croker, R., & Heigham, J. (Eds.). (2009). Qualitative research in applied linguistics: a practical introduction. Palgrave Macmillan.
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Díaz, M., & Tobar, J. (2016). causes of school performance differences between public and private schools: colombia in tests saber 11 2014. Repositorio Institucional - Pontificia Universidad Javeriana. https://repository.javeriana.edu.co/bitstream/handle/10554/21046/DiazRoseroYennyMarcela2016.pdf?sequence=1&isAllowed=y.
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spelling Montaño Moreno, JohannaRodríguez Méndez, Nathalia2021-12-15T16:29:20Z2021-12-15T16:29:20Z2021http://hdl.handle.net/20.500.12209/16691instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/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.Submitted by Nathalia Rodriguez Mendez (del_nrodriguezm039@pedagogica.edu.co) on 2021-12-01T15:57:21Z No. of bitstreams: 2 Experienced and novice efl teachers beliefs regarding feedback a case study.pdf: 3365530 bytes, checksum: 672e3df612afe81dedc0ba3643002411 (MD5) Licencia de uso formato.pdf: 486343 bytes, checksum: c88da81bcc17cd86a0dcfd68ccdef9e9 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Estimado estudiante, el título de la metadata no incluyo las siglas en mayúscula( EFL), adicional a ello, las palabras claves están en ingles en ambos campos, recuerde hacerlo en uno en español y en otro en inglés, por lo anterior su envío es rechazado. Ingrese nuevamente al repositorio y realice los ajustes. on 2021-12-03T14:06:04Z (GMT)Submitted by Nathalia Rodriguez Mendez (del_nrodriguezm039@pedagogica.edu.co) on 2021-12-06T17:12:44Z No. of bitstreams: 2 Experienced and novice efl teachers beliefs regarding feedback a case study.pdf: 3365530 bytes, checksum: 672e3df612afe81dedc0ba3643002411 (MD5) Licencia de uso formato.pdf: 486343 bytes, checksum: c88da81bcc17cd86a0dcfd68ccdef9e9 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-12-06T20:24:29Z (GMT) No. of bitstreams: 2 Experienced and novice efl teachers beliefs regarding feedback a case study.pdf: 3365530 bytes, checksum: 672e3df612afe81dedc0ba3643002411 (MD5) Licencia de uso formato.pdf: 486343 bytes, checksum: c88da81bcc17cd86a0dcfd68ccdef9e9 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-12-15T16:29:20Z (GMT) No. of bitstreams: 2 Experienced and novice efl teachers beliefs regarding feedback a case study.pdf: 3365530 bytes, checksum: 672e3df612afe81dedc0ba3643002411 (MD5) Licencia de uso formato.pdf: 486343 bytes, checksum: c88da81bcc17cd86a0dcfd68ccdef9e9 (MD5)Made available in DSpace on 2021-12-15T16:29:20Z (GMT). No. of bitstreams: 2 Experienced and novice efl teachers beliefs regarding feedback a case study.pdf: 3365530 bytes, checksum: 672e3df612afe81dedc0ba3643002411 (MD5) Licencia de uso formato.pdf: 486343 bytes, checksum: c88da81bcc17cd86a0dcfd68ccdef9e9 (MD5) Previous issue date: 2021Licenciado en Español y Lenguas ExtranjerasPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalEnfoque cualitativoEstudio de casoProfesores experimentadosInglés como lengua extranjeraProfesores novatosRealimentaciónEducación en ColombiaHabilidades productivasQualitative approachCase studyExperienced teachersEFLNovice teachersFeedbackEducation in ColombiaProductive skillsExperienced and novice EFL teachers beliefs regarding feedback : a case study.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAkcan, S. (2016). Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching. PROFILE Issues in Teachers’ Professional Development, 18, 55–70. https://doi.org/http://dx.doi.org/10.15446/profile.v18n1.48608Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M. (2010). How learning works: 7 research-based principles for smart teaching. John Wiley and Sons.Aslan, C. (2017). Examining Epistemological Beliefs of Teacher Candidates According to Various Variables. Eurasian Journal of Educational Research, 17(67), 37–50. https://doi.org/10.14689/ejer.2017.67.3Birello, M. (2012). Interview: Teacher Cognition and Language Teacher Education: beliefs and practice. A conversation with Simon Borg. Bellaterra Journal of Teaching & Learning Language & Literature, 5(2), 88. https://doi.org/10.5565/rev/jtl3.464Borg, S. (2015). Teacher cognition and language education: research and practice. Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc.British Council. (2015, May). English in Colombia: An examination of policy, perceptions and influencing factors. Obiret. http://obiret-iesalc.udg.mx/es/informes-y-estudios/english-colombia-examination-policy-perceptions-and-influencing-factorsBrown, H. D. (2007). Principles of language learning and teaching: a course in second language acquisition (5th ed.). Pearson Education.Bryman, A. (2012). Social Research Methods (4th ed.). Oxford University Press.Burns, A. (1999). Collaborative action research for English language teachers. Cambridge University Press.Cope, D (2014). The use of triangulation in qualitative research. In Oncology nursing forum (Vol. 41, No. 5, p. 545).Council of Europe. (2001). Common European Framework of Reference for Languages. COE. https://rm.coe.int/16802fc1bf.Creswell, J. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.Croker, R., & Heigham, J. (Eds.). (2009). Qualitative research in applied linguistics: a practical introduction. Palgrave Macmillan.Darling-Hammond, L. (2003, May). Keeping Good Teachers: Why it Matters and What Leaders Can Do. Educational Leadership, 60(8), 6–13. https://www.ascd.org/el/articles/keeping-good-teachers-why-it-matters-what-leaders-can-do.Díaz, M., & Tobar, J. (2016). causes of school performance differences between public and private schools: colombia in tests saber 11 2014. Repositorio Institucional - Pontificia Universidad Javeriana. https://repository.javeriana.edu.co/bitstream/handle/10554/21046/DiazRoseroYennyMarcela2016.pdf?sequence=1&isAllowed=y.Divita, D. (2011). Objects as artifacts: synchronic convergence in multilingual contexts . Apples – Journal of Applied Language Studies, 5(1), 13–26. https://jyx.jyu.fi/handle/123456789/27265.Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.Fives, H., & Gill, M. (2015). International Handbook of Research on Teachers' Beliefs. In International Handbook of Research on Teachers' beliefs. story, Routledge.Freeman, D. (1998). Doing Research: From Inquiry to Understanding. Canada: Heinle & Heinle Publishers.Gaviria, A., & Barrientos, J. (2001). Determinantes de la Calidad Educativa en Colombia. FEDESARROLLO. https://www.repository.fedesarrollo.org.co/handle/11445/1249.Gómez, M. M. (2017). Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans. HOW, 24(1), 139–156. https://doi.org/10.19183/how.24.1.343Gómez, R. (2018). Tensions Between Private and State Education in Colombia. Praxis Pedagógica. https://revistas.uniminuto.edu/index.php/praxis/article/view/1628/1561.Guarín, A., Medina, C., & Posso, C. (2018). Revista Desarrollo y Sociedad. https://revistas.uniandes.edu.co/doi/abs/10.13043/DYS.81.2.Gupta, M., Shaheen, M., & Reddy, P. K. (2019). 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