The life- story of a Pre-service English Teacher on his professional development

El trabajo de un maestro puede ser bastante desalentador para los futuros maestros sin experiencia, ya que implica muchos desafíos. Todo el mundo asimila y reacciona a las experiencias de manera diferente. Algunas de estas experiencias dan como resultado una remodelación de identidades que constituy...

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Autores:: Fonseca, Luis

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2022

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

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dc.title.spa.fl_str_mv	The life- story of a Pre-service English Teacher on his professional development
title	The life- story of a Pre-service English Teacher on his professional development
spellingShingle	The life- story of a Pre-service English Teacher on his professional development Narrative inquiry life-story EFL pre-service teacher Narrative inquiry life-story EFL pre-service teacher professional development
title_short	The life- story of a Pre-service English Teacher on his professional development
title_full	The life- story of a Pre-service English Teacher on his professional development
title_fullStr	The life- story of a Pre-service English Teacher on his professional development
title_full_unstemmed	The life- story of a Pre-service English Teacher on his professional development
title_sort	The life- story of a Pre-service English Teacher on his professional development
dc.creator.fl_str_mv	Fonseca, Luis
dc.contributor.advisor.none.fl_str_mv	Rodriguez, Sandra
dc.contributor.author.none.fl_str_mv	Fonseca, Luis
dc.contributor.corporatename.spa.fl_str_mv	Universidad Santo Tomas
dc.subject.keyword.spa.fl_str_mv	Narrative inquiry life-story EFL pre-service teacher
topic	Narrative inquiry life-story EFL pre-service teacher Narrative inquiry life-story EFL pre-service teacher professional development
dc.subject.proposal.spa.fl_str_mv	Narrative inquiry life-story EFL pre-service teacher professional development
description	El trabajo de un maestro puede ser bastante desalentador para los futuros maestros sin experiencia, ya que implica muchos desafíos. Todo el mundo asimila y reacciona a las experiencias de manera diferente. Algunas de estas experiencias dan como resultado una remodelación de identidades que constituyen los componentes básicos para el desarrollo profesional o personal. Esta investigación narrativa se llevó a cabo para analizar de qué manera una historia de vida refleja el desarrollo profesional de un maestro en formación de inglés como lengua extranjera y la transición del aprendizaje del idioma inglés a la enseñanza del idioma inglés. Esta pregunta se respondió comparando los datos recopilados de tres fuentes diferentes; la voz del maestro en formación, un compañero de la B.A. Enseñanza del programa de Inglés como Lengua Extranjera de la Universidad y ex directora de un conocido Centro de Idiomas en Colombia. Los instrumentos utilizados para tal fin fueron una entrevista semi-estructurada, cuatro cuadros narrativos y un diario de formación inicial. Los resultados mostraron que hubo diferentes experiencias que permitieron que la mente docente del lenguaje evolucionara a través de diferentes cambios de identidad. Sin embargo, los resultados también revelaron que dicho crecimiento se centró principalmente en mejorar las habilidades prácticas. Desde una perspectiva, este estudio invita a los futuros docentes y profesores a reflexionar sobre las formas de ayudar a los futuros docentes a avanzar en su crecimiento profesional superando la abrumadora práctica.
publishDate	2022
dc.date.accessioned.none.fl_str_mv	2022-03-17T21:36:44Z
dc.date.available.none.fl_str_mv	2022-03-17T21:36:44Z
dc.date.issued.none.fl_str_mv	2022-02-02
dc.type.local.spa.fl_str_mv	Trabajo de grado
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dc.identifier.citation.spa.fl_str_mv	FONSECA, L. (2022) The life-story of a Pre-service English Teacher on his professional development. Universidad Santo Tomás.
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identifier_str_mv	FONSECA, L. (2022) The life-story of a Pre-service English Teacher on his professional development. Universidad Santo Tomás. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
url	http://hdl.handle.net/11634/43688
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dc.relation.references.spa.fl_str_mv	BARKHUIZEN, BENSON, AND CHIK, (2014). Narrative inquiry in language teaching and learning research. New York: Routledge/Taylor & Francis BARKHUIZEN, G. (2016). A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time. TESOL Quarterly, 50(3), 655-683. Retrieved May 13, 2021, from http://www.jstor.org/stable/44984707 BARKHUIZEN, G., 2007. A narrative approach to exploring context in language teaching. ELT Journal. doi:10.1093/elt/ccm043. BARKHUIZEN, G.P., 1995. Dialogue journals in teacher education revisited. College ESL 5 (1), 22–35. Barkhuizen, G. (2021) Learning Languages in the Digitalized Environment. Deutsch Kasachische Universitat. BATHMAKER, A.M. (2010) Introduction IN A.M. and HARNETT, P. (eds) Exploring Learning, Identity and Power through Life History and Narrative Research, London: Routledge: 1-10. BELL, G.J., 2002. Narrative inquiry: more than just telling stories. TESOL Quarterly 36, 207–213. BENSON, P. (2004). (Auto)biography and Learner Diversity. In P. Benson & D. Nunan (Eds.),Learners’ Stories: Difference and Diversity in Language Learning (pp. 2–21). Cambridge: Cambridge University Press. BORG, S. (2010). Language teacher research engage- ment. Language Teaching,43, 391-429 BRUNER, J.S., 2006. In Search of Pedagogy, Volume 2: The Selected Works of Jerome S. Bruner. Routledge, London. CARTER, K., 1993. The place of story in the study of teaching and teacher education. Educational Researcher 22(1), 5–12, 18. CASEY, K. (1995). The New Narrative Research in Education. Review of Research in Education, 21 , 211–53. CHAPELLE, C. (2007). Pedagogical implications in TESOL Quarterly? Yes, please! TESOL Quarterly, 41, 404-406. CHASE, S.E., 2003. Taking narrative seriously: consequences for method and theory in interview studies. In:Lincoln, Y., Denzin, N. (Eds.), Turning points in qualitative research: tying knots in a handkerchief. Altimira Press, Oxford, pp. 273–296. CHERICE MONTGOMERY, & LAURA CATHARINE SMITH. (2015). Bridging the Gap between Researchers and Practitioners. Die Unterrichtspraxis / Teaching German, 48(1), 100-113. Retrieved May 18, 2021 CHERICE MONTGOMERY, & LAURA CATHARINE SMITH. (2015). Bridging the Gap between Researchers and Practitioners. Die Unterrichtspraxis / Teaching German, 48(1), 100-113. Retrieved May 19, 2021, from https://www-jstor-org.crai-ustadigital.usantotomas.edu.co/stable/unteteacgerm.48.1.100 CLANDININ, D.J. (Ed.), 2007. Handbook of Narrative Inquiry. Sage, Thousand Oaks. CLANDININ, D.J., & Connelly, F.M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research . San Francisco: Jossey-Bass. CLANDININ, D.J., CONNELLY, F.M., 2000. Narrative Inquiry: Experience and Story in Qualitative Research. Jossey-Bass, San Francisco. CONNELLY, F.M., & CLANDININ, J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher , 19 (5), 2–14. CONNELLY, M., CLANDININ, D., 1990. Stories of experience and narrative inquiry. Educational Researcher DAFT, R. (1983). Learning the Craft of Organizational Research. The Academy of Management Review, 8(4), 539-546. doi:10.2307/258255 DARVIN, R., & NORTON, B. (2015). Identity and a model of investment in applied lin- guistics. Annual Review of Applied Linguistics , 35 , 36-56. doi: 10. 101 7/ S0267 1 905 1 4000 191 EDWARDS, E., & BURNS, A. (2016). Language Teacher-Researcher Identity Negotiation: An Ecological Perspective. TESOL Quarterly, 50(3), 735-745. Retrieved May 13, 2021, from http://www.jstor.org/stable/44984710 FARRELL, T. (2012). Novice-Service Language Teacher Development: Bridging the Gap Between Preservice and In-Service Education and Development. TESOL Quarterly, 46(3), 435-449. Retrieved May 18, 2021, from http://www.jstor.org.craiustadigital.usantotomas.edu.co/stable/41576062 FURLONG, J., MENTER, I., MUNN, P., WHITTY, G., HALLGARTEN, J., & JOHNSON, N. (2014). The role of research in teacher education: Reviewing the evidence. Interim report of the BERA-RSA. Inquiry. London: BERA GIDDENS, A. (1991). Modernity and Self-identity: Self and Society in the Late Modern Age . Stanford, CA: Stanford University Press. GOODSON, I. & SIKES, P. (2001) Life History Research in Educational Settings: Learning From Lives Buckingham, Open University Press. HUBER, J., CAINE, V., HUBER, M., & STEEVES, P. (2013). Narrative Inquiry as Pedagogy in Education: The Extraordinary Potential of Living, Telling, Retelling, and Reliving Stories of Experience. Review of Research in Education, 37, 212-242. Retrieved May 18, 2021, from http://www.jstor.org/stable/24641962 KIELY, R. (2014). Connecting with teachers: The case for language teaching research in the social sciences. ELT Journal, 68, 442-450. KVALE, S., & BRINKMANN, S. (2009). InterViews : Learning the Craft of Qualitative Research Interviewing. Second edition. Los Angeles: Sage. LEUNG, C. (2009). Second Language Teacher Professionalism. In A. Burns, & J. Richards (Eds.), Cambridge Guide to Second Language Teacher Education (pp. 49-58). Cambridge: Cambridge University Press. LOUGHRAN, J., & RUSSELL, T. (2002). Improving Teacher Education Practices through Self-Study. London: Routledge. MARSDEN, E., & KASPROWICZ R. (2017). Foreign Language Educators' Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action. The Modern Language Journal, 101(4), 613-642. Retrieved June 21, 2021, from http://www.jstor.org.crai-ustadigital.usantotomas.edu.co/stable/44981024 MARSDEN, E., & KASPROWICZ, R. (2017). Foreign Language Educators' Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action. The Modern Language Journal, 101(4), 613-642. Retrieved May 18, 2021, from http://www.jstor.org.crai-ustadigital.usantotomas.edu.co/stable/44981024 MURPHEY, T., CHEN, J., & CHEN, L-C. (2004). Learner’s Constructions of Identities and Imagined Communities. In P. Benson & D. Nunan (Eds.), Learners’ Stories: Difference and Diversity in Language Learning (pp. 83–100). Cambridge: Cambridge University Press NORTON, B. (2016). Identity and Language Learning: Back to the Future. TESOL Quarterly, 50(2), 475–479. http://www.jstor.org/stable/43893829 NORTON, B. (2016). Identity and Language Learning: Back to the Future. TESOL Quarterly, 50(2), 475-479. Retrieved May 13, 2021, from http://www.jstor.org.crai-ustadigital.usantotomas.edu.co/stable/43893829 https://www-jstor-org.crai-ustadigital.usantotomas.edu.co/stable/unteteacgerm.48.1.100 POLKINGHORNE, D.E. (1988). Narrative Knowing and the Human Sciences . Albany, NY: State University of New York Press. RIESSMAN, C.K. (1993). Narrative Analysis . Newbury Park, CA: Sage. WEBSTER, L., & MERTOVA, P. (2007). Using Narrative Inquiry as a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching . Abingdon, Oxon: Routledge. WINCH, C., OANCEA, AND ORCHARD, J. (2015) . The contributions of educational research to teachers' professional learning: Philosophical understandings. Oxford Review of Education, 41, 202-216
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spelling	Rodriguez, SandraFonseca, LuisUniversidad Santo Tomas2022-03-17T21:36:44Z2022-03-17T21:36:44Z2022-02-02FONSECA, L. (2022) The life-story of a Pre-service English Teacher on his professional development. Universidad Santo Tomás.http://hdl.handle.net/11634/43688reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl trabajo de un maestro puede ser bastante desalentador para los futuros maestros sin experiencia, ya que implica muchos desafíos. Todo el mundo asimila y reacciona a las experiencias de manera diferente. Algunas de estas experiencias dan como resultado una remodelación de identidades que constituyen los componentes básicos para el desarrollo profesional o personal. Esta investigación narrativa se llevó a cabo para analizar de qué manera una historia de vida refleja el desarrollo profesional de un maestro en formación de inglés como lengua extranjera y la transición del aprendizaje del idioma inglés a la enseñanza del idioma inglés. Esta pregunta se respondió comparando los datos recopilados de tres fuentes diferentes; la voz del maestro en formación, un compañero de la B.A. Enseñanza del programa de Inglés como Lengua Extranjera de la Universidad y ex directora de un conocido Centro de Idiomas en Colombia. Los instrumentos utilizados para tal fin fueron una entrevista semi-estructurada, cuatro cuadros narrativos y un diario de formación inicial. Los resultados mostraron que hubo diferentes experiencias que permitieron que la mente docente del lenguaje evolucionara a través de diferentes cambios de identidad. Sin embargo, los resultados también revelaron que dicho crecimiento se centró principalmente en mejorar las habilidades prácticas. Desde una perspectiva, este estudio invita a los futuros docentes y profesores a reflexionar sobre las formas de ayudar a los futuros docentes a avanzar en su crecimiento profesional superando la abrumadora práctica.The job of a teacher can be quite daunting for inexperienced pre-service teachers as it involves many challenges. Everyone assimilates and reacts to experiences differently. Some of these experiences result in a reshape of identities that constitute the building blocks for professional or personal development. This narrative inquiry was conducted to analyze in what ways a life-story mirrors the professional development of an EFL pre-service teacher and the transition from English Language Learning to English Language Teaching. This question was answered by comparing the data collected from three different sources; the pre-service teacher’s voice, one peer from the B.A. Teaching English as a Foreign Language program from the University and a former director of a well-known Language Center in Colombia. The instruments used for this purpose were a semi-structured interview, four narrative frames and pre-service teacher diary. The results showed that there were different experiences that allowed the teaching language mind to evolve through different identity changes. However, results also revealed that such growth was mainly focused on improving practical skills. From a perspective, this study invites pre-service teachers and professors to reflect on ways to help pre-service teachers move forward in their professional growth by overcoming the overwhelmingness of their practice.Licenciado en Lengua Extranjera - InglésPregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2The life- story of a Pre-service English Teacher on his professional developmentNarrative inquirylife-storyEFL pre-service teacherNarrative inquirylife-storyEFL pre-service teacherprofessional developmentTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáBARKHUIZEN, BENSON, AND CHIK, (2014). Narrative inquiry in language teaching and learning research. New York: Routledge/Taylor & FrancisBARKHUIZEN, G. (2016). A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time. TESOL Quarterly, 50(3), 655-683. Retrieved May 13, 2021, from http://www.jstor.org/stable/44984707BARKHUIZEN, G., 2007. A narrative approach to exploring context in language teaching. ELT Journal. doi:10.1093/elt/ccm043.BARKHUIZEN, G.P., 1995. Dialogue journals in teacher education revisited. College ESL 5 (1), 22–35. Barkhuizen, G. (2021) Learning Languages in the Digitalized Environment. Deutsch Kasachische Universitat.BATHMAKER, A.M. (2010) Introduction IN A.M. and HARNETT, P. (eds) Exploring Learning, Identity and Power through Life History and Narrative Research, London: Routledge: 1-10.BELL, G.J., 2002. Narrative inquiry: more than just telling stories. TESOL Quarterly 36, 207–213.BENSON, P. (2004). (Auto)biography and Learner Diversity. In P. Benson & D. Nunan (Eds.),Learners’ Stories: Difference and Diversity in Language Learning (pp. 2–21). Cambridge: Cambridge University Press.BORG, S. (2010). Language teacher research engage- ment. Language Teaching,43, 391-429BRUNER, J.S., 2006. In Search of Pedagogy, Volume 2: The Selected Works of Jerome S. Bruner. Routledge, London.CARTER, K., 1993. The place of story in the study of teaching and teacher education. Educational Researcher 22(1), 5–12, 18.CASEY, K. (1995). The New Narrative Research in Education. Review of Research in Education, 21 , 211–53.CHAPELLE, C. (2007). Pedagogical implications in TESOL Quarterly? Yes, please! TESOL Quarterly, 41, 404-406.CHASE, S.E., 2003. Taking narrative seriously: consequences for method and theory in interview studies. In:Lincoln, Y., Denzin, N. (Eds.), Turning points in qualitative research: tying knots in a handkerchief. Altimira Press, Oxford, pp. 273–296.CHERICE MONTGOMERY, & LAURA CATHARINE SMITH. (2015). Bridging the Gap between Researchers and Practitioners. Die Unterrichtspraxis / Teaching German, 48(1), 100-113. Retrieved May 18, 2021CHERICE MONTGOMERY, & LAURA CATHARINE SMITH. (2015). Bridging the Gap between Researchers and Practitioners. Die Unterrichtspraxis / Teaching German, 48(1), 100-113. Retrieved May 19, 2021, from https://www-jstor-org.crai-ustadigital.usantotomas.edu.co/stable/unteteacgerm.48.1.100CLANDININ, D.J. (Ed.), 2007. Handbook of Narrative Inquiry. Sage, Thousand Oaks.CLANDININ, D.J., & Connelly, F.M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research . San Francisco: Jossey-Bass.CLANDININ, D.J., CONNELLY, F.M., 2000. Narrative Inquiry: Experience and Story in Qualitative Research. Jossey-Bass, San Francisco.CONNELLY, F.M., & CLANDININ, J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher , 19 (5), 2–14.CONNELLY, M., CLANDININ, D., 1990. Stories of experience and narrative inquiry. Educational ResearcherDAFT, R. (1983). Learning the Craft of Organizational Research. The Academy of Management Review, 8(4), 539-546. doi:10.2307/258255DARVIN, R., & NORTON, B. (2015). Identity and a model of investment in applied lin- guistics. Annual Review of Applied Linguistics , 35 , 36-56. doi: 10. 101 7/ S0267 1 905 1 4000 191EDWARDS, E., & BURNS, A. (2016). Language Teacher-Researcher Identity Negotiation: An Ecological Perspective. TESOL Quarterly, 50(3), 735-745. Retrieved May 13, 2021, from http://www.jstor.org/stable/44984710FARRELL, T. (2012). Novice-Service Language Teacher Development: Bridging the Gap Between Preservice and In-Service Education and Development. TESOL Quarterly, 46(3), 435-449. Retrieved May 18, 2021, from http://www.jstor.org.craiustadigital.usantotomas.edu.co/stable/41576062FURLONG, J., MENTER, I., MUNN, P., WHITTY, G., HALLGARTEN, J., & JOHNSON, N. (2014). The role of research in teacher education: Reviewing the evidence. Interim report of the BERA-RSA. Inquiry. London: BERAGIDDENS, A. (1991). Modernity and Self-identity: Self and Society in the Late Modern Age . Stanford, CA: Stanford University Press.GOODSON, I. & SIKES, P. (2001) Life History Research in Educational Settings: Learning From Lives Buckingham, Open University Press.HUBER, J., CAINE, V., HUBER, M., & STEEVES, P. (2013). Narrative Inquiry as Pedagogy in Education: The Extraordinary Potential of Living, Telling, Retelling, and Reliving Stories of Experience. Review of Research in Education, 37, 212-242. Retrieved May 18, 2021, from http://www.jstor.org/stable/24641962KIELY, R. (2014). Connecting with teachers: The case for language teaching research in the social sciences. ELT Journal, 68, 442-450.KVALE, S., & BRINKMANN, S. (2009). InterViews : Learning the Craft of Qualitative Research Interviewing. Second edition. Los Angeles: Sage.LEUNG, C. (2009). Second Language Teacher Professionalism. In A. Burns, & J. Richards (Eds.), Cambridge Guide to Second Language Teacher Education (pp. 49-58). Cambridge: Cambridge University Press.LOUGHRAN, J., & RUSSELL, T. (2002). Improving Teacher Education Practices through Self-Study. London: Routledge.MARSDEN, E., & KASPROWICZ R. (2017). Foreign Language Educators' Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action. The Modern Language Journal, 101(4), 613-642. Retrieved June 21, 2021, from http://www.jstor.org.crai-ustadigital.usantotomas.edu.co/stable/44981024MARSDEN, E., & KASPROWICZ, R. (2017). Foreign Language Educators' Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action. The Modern Language Journal, 101(4), 613-642. Retrieved May 18, 2021, from http://www.jstor.org.crai-ustadigital.usantotomas.edu.co/stable/44981024MURPHEY, T., CHEN, J., & CHEN, L-C. (2004). Learner’s Constructions of Identities and Imagined Communities. In P. Benson & D. Nunan (Eds.), Learners’ Stories: Difference and Diversity in Language Learning (pp. 83–100). Cambridge: Cambridge University PressNORTON, B. (2016). Identity and Language Learning: Back to the Future. TESOL Quarterly, 50(2), 475–479. http://www.jstor.org/stable/43893829NORTON, B. (2016). Identity and Language Learning: Back to the Future. TESOL Quarterly, 50(2), 475-479. Retrieved May 13, 2021, from http://www.jstor.org.crai-ustadigital.usantotomas.edu.co/stable/43893829 https://www-jstor-org.crai-ustadigital.usantotomas.edu.co/stable/unteteacgerm.48.1.100POLKINGHORNE, D.E. (1988). Narrative Knowing and the Human Sciences . Albany, NY: State University of New York Press.RIESSMAN, C.K. (1993). Narrative Analysis . Newbury Park, CA: Sage.WEBSTER, L., & MERTOVA, P. (2007). Using Narrative Inquiry as a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching . Abingdon, Oxon: Routledge.WINCH, C., OANCEA, AND ORCHARD, J. (2015) . The contributions of educational research to teachers' professional learning: Philosophical understandings. 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