Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher
This narrative research describes the story of a pre-service English teacher of a bachelor's in education program in EFL at USTA. Her journey of learning to become an English teacher encounters a series of experiences that confront her perceptions of her role in implementing educational policie...
- Autores:
-
Piza, Angela Cristina
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/38211
- Acceso en línea:
- http://hdl.handle.net/11634/38211
- Palabra clave:
- Narrative
Struggling
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher |
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Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher |
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Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher Narrative Struggling |
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Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher |
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Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher |
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Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher |
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Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher |
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Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher |
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Piza, Angela Cristina |
| dc.contributor.advisor.none.fl_str_mv |
López Urbina, Johanna Patricia Bonilla Mora, Martha Isabel |
| dc.contributor.author.none.fl_str_mv |
Piza, Angela Cristina |
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Narrative Struggling |
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Narrative Struggling |
| description |
This narrative research describes the story of a pre-service English teacher of a bachelor's in education program in EFL at USTA. Her journey of learning to become an English teacher encounters a series of experiences that confront her perceptions of her role in implementing educational policies and delivering the English curriculum at I.E.D Funza -Furatena, primary school. This autobiographical narrative inquiry gathers information from teacher reflective journals and a Language Learning History. Its objective was to know the pedagogical attitudes towards the reality that most public schools in Colombia live, on the other hand, also, to reflect on the experience of learning and teaching in this type of school context. |
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2021 |
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2021-10-27T15:27:19Z |
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2021-03-19 |
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Trabajo de grado |
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Piza, AC. (2021). Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher Research Report. (Tesis de pregrado, Universidad Santo Tomás) |
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Piza, AC. (2021). Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher Research Report. (Tesis de pregrado, Universidad Santo Tomás) reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás |
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Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York: Taylor & Francis. System, pp. 12-17-22-40-48-90-91 Cárdenas, M. (2006). Bilingual Colombia: Are we ready for it? What is needed? [en línea]. Ponencia presentada en la 19th EA Annual Education Conference. Disponible en: https://www.researchgate.net/publication/238773867_Bilingual_Colombia_Are_we_ready_for_it_What_is_needed Fecha de consulta: [julio 2020]. Colombia. Ministerio de Educación Nacional. (2016). Basic Learning Rights of English: Transition to 5th grade. Bogotá D.C.: Ministerio de Educación Nacional. Retrieved from https://goo.gl/FEXs9m Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. L. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research, pp. 477 Mahwah, NJ: Lawrence Erlbaum. Connelly, F., & Clandinin, D. (1999). Stories and Experience and Narrative Inquiry. Obtenido de https://scholarpractitionernexus.com/wp-content/uploads/2019/12/Connelly-Clandinin.pdf Creswell JW. 2013. Qualitative inquiry and research design: Choosing among five approaches. (3rd ed.). Thousand Oaks, CA: Sage Gao, X. (2010). Autonomous Language Learning Against All Odds. Ministerio de Educacion Nacional. (2006). Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer, pp. 6-20-21 Ministerio de Educación Nacional de Colombia. (2021, marzo 3). Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. [Table 1]. Retrieved from: https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf Ministerio de Educacion Nacional de Colombia. Hitos, Avances y Estructura del Documento Borrador de las Bases del Plan Nacional Decenal de Educación (PNDE) 2016 – 2025: “Colombia la mejor educada de América Latina en el 2025”. Retrieved from: https://www.mineducacion.gov.co/1759/articles-356180_recurso_8.pdf Ravitch, D. (1995). National Standars in American Education: A citizen´s Guide. Sánchez, A. & Obando, G. (2008). Is Colombia Ready for "Bilingualism”? PROFILE Issues in teachers' professional development. |
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López Urbina, Johanna PatriciaBonilla Mora, Martha IsabelPiza, Angela Cristina2021-10-27T15:27:19Z2021-10-27T15:27:19Z2021-03-19Piza, AC. (2021). Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacher Research Report. (Tesis de pregrado, Universidad Santo Tomás)http://hdl.handle.net/11634/38211reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo TomásThis narrative research describes the story of a pre-service English teacher of a bachelor's in education program in EFL at USTA. Her journey of learning to become an English teacher encounters a series of experiences that confront her perceptions of her role in implementing educational policies and delivering the English curriculum at I.E.D Funza -Furatena, primary school. This autobiographical narrative inquiry gathers information from teacher reflective journals and a Language Learning History. Its objective was to know the pedagogical attitudes towards the reality that most public schools in Colombia live, on the other hand, also, to reflect on the experience of learning and teaching in this type of school context.Licenciado en Lengua Extranjera - Inglésapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 ColombiaAtribución-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_abf2Struggling national and institutional policies in the I.E.D Funza – Furatena: Narrative of an English Preservice teacherNarrativeStrugglingTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáBarkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York: Taylor & Francis. System, pp. 12-17-22-40-48-90-91Cárdenas, M. (2006). Bilingual Colombia: Are we ready for it? What is needed? [en línea]. Ponencia presentada en la 19th EA Annual Education Conference. Disponible en: https://www.researchgate.net/publication/238773867_Bilingual_Colombia_Are_we_ready_for_it_What_is_needed Fecha de consulta: [julio 2020].Colombia. Ministerio de Educación Nacional. (2016). Basic Learning Rights of English: Transition to 5th grade. Bogotá D.C.: Ministerio de Educación Nacional. Retrieved from https://goo.gl/FEXs9mConnelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. L. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research, pp. 477 Mahwah, NJ: Lawrence Erlbaum.Connelly, F., & Clandinin, D. (1999). Stories and Experience and Narrative Inquiry. Obtenido de https://scholarpractitionernexus.com/wp-content/uploads/2019/12/Connelly-Clandinin.pdfCreswell JW. 2013. Qualitative inquiry and research design: Choosing among five approaches. (3rd ed.). Thousand Oaks, CA: SageGao, X. (2010). Autonomous Language Learning Against All Odds.Ministerio de Educacion Nacional. (2006). Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer, pp. 6-20-21Ministerio de Educación Nacional de Colombia. (2021, marzo 3). Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. [Table 1]. Retrieved from: https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdfMinisterio de Educacion Nacional de Colombia. Hitos, Avances y Estructura del Documento Borrador de las Bases del Plan Nacional Decenal de Educación (PNDE) 2016 – 2025: “Colombia la mejor educada de América Latina en el 2025”. Retrieved from: https://www.mineducacion.gov.co/1759/articles-356180_recurso_8.pdfRavitch, D. (1995). National Standars in American Education: A citizen´s Guide.Sánchez, A. & Obando, G. (2008). Is Colombia Ready for "Bilingualism”? 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