Factors that Raise Professional Development in a Preservice Teacher
La narración como método de investigación nos ayuda a comprender las diferentes realidades y contextos desde el punto de vista de aquellos que se enfrentan a situaciones específicas, lo que se traduce en un conocimiento del desarrollo profesional docente en un docente en formación. En este estudio,...
- Autores:
-
Ramírez Farfán, Diana Patricia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/46812
- Acceso en línea:
- http://hdl.handle.net/11634/46812
- Palabra clave:
- Distance education in language
English Foreign Language Program
Preservice teacher
Professional development
Lenguas Extranjeras Inglés
Método de Investigación
Docencia- Idioma
Educación a Distancia
Educación a distancia en lenguas
Licenciatura en lengua Extranjeras
Docente en formación
Desarrollo profesional.
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Factors that Raise Professional Development in a Preservice Teacher |
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Factors that Raise Professional Development in a Preservice Teacher |
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Factors that Raise Professional Development in a Preservice Teacher Distance education in language English Foreign Language Program Preservice teacher Professional development Lenguas Extranjeras Inglés Método de Investigación Docencia- Idioma Educación a Distancia Educación a distancia en lenguas Licenciatura en lengua Extranjeras Docente en formación Desarrollo profesional. |
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Factors that Raise Professional Development in a Preservice Teacher |
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Factors that Raise Professional Development in a Preservice Teacher |
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Factors that Raise Professional Development in a Preservice Teacher |
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Factors that Raise Professional Development in a Preservice Teacher |
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Ramírez Farfán, Diana Patricia |
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Bonilla Mora, Martha Isabel |
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Ramírez Farfán, Diana Patricia |
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Universidad Santo Tomás |
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Distance education in language English Foreign Language Program Preservice teacher Professional development |
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Distance education in language English Foreign Language Program Preservice teacher Professional development Lenguas Extranjeras Inglés Método de Investigación Docencia- Idioma Educación a Distancia Educación a distancia en lenguas Licenciatura en lengua Extranjeras Docente en formación Desarrollo profesional. |
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Lenguas Extranjeras Inglés Método de Investigación Docencia- Idioma Educación a Distancia |
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Educación a distancia en lenguas Licenciatura en lengua Extranjeras Docente en formación Desarrollo profesional. |
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La narración como método de investigación nos ayuda a comprender las diferentes realidades y contextos desde el punto de vista de aquellos que se enfrentan a situaciones específicas, lo que se traduce en un conocimiento del desarrollo profesional docente en un docente en formación. En este estudio, de la perspectiva de la investigación narrativa, analiza y determina los desafíos que enfrenta desde que inició mi vida escolar, estudiaba la Licenciatura en Inglés Lengua Extranjera en la Universidad Santo Tomás y mi formación como docente Implica algunos de los elementos más importantes que hicieron posible este logro como son el apoyo familiar, las políticas y modalidad de LLEI, la enseñanza del inglés, la disonancia y la inversión. Todos los datos utilizados para la realización de este proyecto se basó en los instrumentos propuestos por Barkhuizen et al, estos datos da cuenta de mis experiencias personales, académicas y profesionales A través de la elaboración de diferentes narrativas, narrativa Frame and multimodal data pude reflexionar sobre mi desarrollo profesional docente que podría preferir como un factor que aumento en mi profesión como docente en formación y que ha influido en esa inversión profesional que se necesita para llegar a ser una grande docente. Las conclusiones produjeron reflexiones sobre el papel pedagógico de la voz docente de un profesor de inglés en formación Palabras clave: Educación a distancia en lenguas, Licenciatura en lengua Extranjeras, Docente en formación Desarrollo profesional. |
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2022 |
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2022-08-30T18:34:49Z |
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2022-08-30T18:34:49Z |
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2022-08-25 |
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Ramírez Farfán, D. P. (2022). Factors that Raise Professional Development in a Preservice Teacher. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional. |
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Ramírez Farfán, D. P. (2022). Factors that Raise Professional Development in a Preservice Teacher. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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Agray, N. (2008), "¿Qué le pide hoy la sociedad colombiana a un profesor de lenguas extranjeras?, en Signo y Pensamiento, vol. 27, núm. 53, pp. 352- 357, http://www.redalyc.org/articulo.oa?id=86011529023 [Consulta: mayo de 2016]. Barahona, M. (2020) Modeling a pre-service teacher ́s identity. Available in CRAI Barkhuizen (2013) Revisiting narrative frames: An instrument for investigating language teaching and learning. Barkhuizen (2020) language teacher educator identity. Basabe, L. y Cols, E. (2007). “La enseñanza”. En Camilloni, A. (Comp.). El saber didácti-co. Buenos Aires: Paidós. Bates, 1995Bates, A. (1995). Technology, open learning, and distance education. London: Routledge. Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching. 40. 21 Brown, H. Douglas. Principles of Language Learning and Teaching. White Plains, NY Castañeda Trujillo, J. E., Alarcón Camacho, E. M., & Jaime Osorio, M. F. (2022). Narratives about Being and Becoming English Language Teachers in an ELT Education Program. Clavijo, A. (2016). English teaching in the elementary school: Some critical issues. Colombian Applied Linguistics Journal, 18(1), 7–10. 24(1), 38–50. Cross, C. J., (2018). Family Social Support Networks of African American and Black Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56. Díaz-Barriga and Hernández (2002) Contributions of constructivist and reflective perspectives in teacher training in high school, Mexico, CESU, UNAM. Ermeling, B. A., & Yarbo, J. (2016). Expanding instructional horizons: A case study of teacher teams – outside expert partnership. Teacher Colleges Record, 118(2), 1–48. Farrell, T. S. C. (2012). Novice-service language teacher development: Bridging the gap between pre-service and in-service education and development. TESOL Quarterly, 46(3), 435-449. http://dx.doi.org/10.1002/tesq.36. Hargreaves, A., & Fullan, M. (2012). Professional capital. Transforming teaching in every school. New York: Routledge. Ivie, S. D. (1998). Ausubel’s learning theory: An approach to teaching higher order thinking skills. The High School Journal, 82(1), 35-42. Johnson & Golombek, 2020, p. 125Johnson, K. E., & Golombek, P. (2020, p.125). Informing and transforming language teacher education pedagogy. Language Teaching Research. Kanno, Y., & Stuart, C. (2011p 249). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal. Kostiainen, E. (2018). Meaningful learning in teacher education. Teaching and Teacher education, 71, 66-77. Kramsch, C. J. (2013). Afterword. In B. Norton, Identity and Language Learning: Extending the Conversation (2nd edition) (pp. 195). Bristol: Multilingual Matters. Loftus, E. 2003 “Our changeable memories” Legal and practical implications” Nature McAdams, D. P (2004). “The Redemptive Self: Narrative identity in America Today.” 95-115 MEN (Colombia Bilingual) in 2004 Ministry of National Education enunciated in Decree 1330 of 2019 Mora, A., Trejo, P., & Roux, R. (2014). English Language Teachers’ Professional Development and Identities. Retrieved from Norton Peirce, B.N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29,9,31 Norton, B. & Gao, Y. (2007). Identity, investment, and Chinese learners of English Norton, B., & Morgan, B. (2020). Poststructuralism. In C. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 901–907). Hoboken: John Wiley & Sons Inc. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Pearson Education/Longman Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science education, 86(4), 548-571. Oliva, P. F. (2009). Developing the Curriculum (7th ed.). Boston, MA: Allyn & Bacon, Inc P Bourdieu (1977), production theory of the education system PEI at USTA (2004) Universidad Santo Tomas Pinkerton, J., & Dolan, P. (2007). Family support, social capital, resilience, and adolescent Rentería, Erico, Lledios, Esperanza y Giraldo Alba. (2008). Convivencia familiar como lectura aproximativa desde elementos de la psicología social. Colombia Revista Psicología Social, 4, 427-441. Reviews: Neuroscience 4:231-234 Ryan et al. (2000) Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being American Psychologist Shanahan, Lynn. (2013). Composing “Kid-Friendly” Multimodal Text. Written Communication. 30. 194-227. 10.1177/0741088313480328. Universidad Santo Tomás (Reglamento VUAD) Vanassche, E., & Kelchtermans, G. (2016). A narrative analysis of a teacher educator’s professional learning journey. European Journal of Teacher Education, 39(3), 355–67. Vangrieken, K., Dorchy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A Systematic Review. Educational Research Review, 15, 17–40. Viáfara, J. J., & Largo, J. D. (2018). Colombian English teachers’ professional development White, C. (2007) innovation and identity in distance Language Learning and Teaching Massey University, School of language studies, Palmerston North, New Zealand 67-107 |
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Bonilla Mora, Martha IsabelRamírez Farfán, Diana Patriciahttps://orcid.org/0000-0002-8823-2505https://scholar.google.com/citations?hl=es&user=81FyU8QAAAAJhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001002295https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001882103Universidad Santo Tomás2022-08-30T18:34:49Z2022-08-30T18:34:49Z2022-08-25Ramírez Farfán, D. P. (2022). Factors that Raise Professional Development in a Preservice Teacher. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.http://hdl.handle.net/11634/46812reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coLa narración como método de investigación nos ayuda a comprender las diferentes realidades y contextos desde el punto de vista de aquellos que se enfrentan a situaciones específicas, lo que se traduce en un conocimiento del desarrollo profesional docente en un docente en formación. En este estudio, de la perspectiva de la investigación narrativa, analiza y determina los desafíos que enfrenta desde que inició mi vida escolar, estudiaba la Licenciatura en Inglés Lengua Extranjera en la Universidad Santo Tomás y mi formación como docente Implica algunos de los elementos más importantes que hicieron posible este logro como son el apoyo familiar, las políticas y modalidad de LLEI, la enseñanza del inglés, la disonancia y la inversión. Todos los datos utilizados para la realización de este proyecto se basó en los instrumentos propuestos por Barkhuizen et al, estos datos da cuenta de mis experiencias personales, académicas y profesionales A través de la elaboración de diferentes narrativas, narrativa Frame and multimodal data pude reflexionar sobre mi desarrollo profesional docente que podría preferir como un factor que aumento en mi profesión como docente en formación y que ha influido en esa inversión profesional que se necesita para llegar a ser una grande docente. Las conclusiones produjeron reflexiones sobre el papel pedagógico de la voz docente de un profesor de inglés en formación Palabras clave: Educación a distancia en lenguas, Licenciatura en lengua Extranjeras, Docente en formación Desarrollo profesional.The narration as a research design helps us to understand the different realities and contexts from the point of view of those who face specific situations, which translates into an understanding of teacher professional development in a teacher in training. In this study, from the perspective of narrative research, I analyze and determine the challenges I have faced since I began my school life, I was studying a Bachelor's degree in English as a Foreign Language at the Universidad Santo Tomas and my training as a teacher involves some of the most important elements that made this achievement possible such as family support, LLEI policies and modality, English Teaching, Dissonance and investment. All the data used to carry out this project was based on the instruments proposed by Barkhuizen et al. These data account for my personal, academic, and professional experiences. Through the elaboration of different narratives, narrative Frame, and multimodal data, I was able to reflect on my professional teaching development that could be considered as a factor that increased my profession as a teacher in training and that has influenced the professional investment that is needed to become a great teacher. The conclusions produced reflections on the pedagogical role of the teaching voice of an English teacher in training. Key words: Distance education in language, English Foreign Language Program, Preservice teacher, Professional development.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_abf2Factors that Raise Professional Development in a Preservice TeacherDistance education in languageEnglish Foreign Language ProgramPreservice teacherProfessional developmentLenguas Extranjeras InglésMétodo de InvestigaciónDocencia- IdiomaEducación a DistanciaEducación a distancia en lenguasLicenciatura en lengua ExtranjerasDocente en formaciónDesarrollo profesional.Trabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadAgray, N. (2008), "¿Qué le pide hoy la sociedad colombiana a un profesor de lenguas extranjeras?, en Signo y Pensamiento, vol. 27, núm. 53, pp. 352- 357, http://www.redalyc.org/articulo.oa?id=86011529023 [Consulta: mayo de 2016].Barahona, M. (2020) Modeling a pre-service teacher ́s identity. Available in CRAIBarkhuizen (2013) Revisiting narrative frames: An instrument for investigating language teaching and learning.Barkhuizen (2020) language teacher educator identity.Basabe, L. y Cols, E. (2007). “La enseñanza”. En Camilloni, A. (Comp.). El saber didácti-co. Buenos Aires: Paidós.Bates, 1995Bates, A. (1995). Technology, open learning, and distance education. London: Routledge.Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching. 40. 21Brown, H. Douglas. Principles of Language Learning and Teaching. White Plains, NYCastañeda Trujillo, J. E., Alarcón Camacho, E. M., & Jaime Osorio, M. F. (2022). Narratives about Being and Becoming English Language Teachers in an ELT Education Program.Clavijo, A. (2016). English teaching in the elementary school: Some critical issues. Colombian Applied Linguistics Journal, 18(1), 7–10. 24(1), 38–50.Cross, C. J., (2018). Family Social Support Networks of African American and BlackDarvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56.Díaz-Barriga and Hernández (2002) Contributions of constructivist and reflective perspectives in teacher training in high school, Mexico, CESU, UNAM.Ermeling, B. A., & Yarbo, J. (2016). Expanding instructional horizons: A case study of teacher teams – outside expert partnership. Teacher Colleges Record, 118(2), 1–48.Farrell, T. S. C. (2012). Novice-service language teacher development: Bridging the gap between pre-service and in-service education and development. TESOL Quarterly, 46(3), 435-449. http://dx.doi.org/10.1002/tesq.36.Hargreaves, A., & Fullan, M. (2012). Professional capital. Transforming teaching in every school. New York: Routledge.Ivie, S. D. (1998). Ausubel’s learning theory: An approach to teaching higher order thinking skills. The High School Journal, 82(1), 35-42.Johnson & Golombek, 2020, p. 125Johnson, K. E., & Golombek, P. (2020, p.125). Informing and transforming language teacher education pedagogy. Language Teaching Research.Kanno, Y., & Stuart, C. (2011p 249). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal.Kostiainen, E. (2018). Meaningful learning in teacher education. Teaching and Teacher education, 71, 66-77.Kramsch, C. J. (2013). Afterword. In B. Norton, Identity and Language Learning: Extending the Conversation (2nd edition) (pp. 195). Bristol: Multilingual Matters.Loftus, E. 2003 “Our changeable memories” Legal and practical implications” NatureMcAdams, D. P (2004). “The Redemptive Self: Narrative identity in America Today.” 95-115MEN (Colombia Bilingual) in 2004 Ministry of National Education enunciated in Decree 1330 of 2019Mora, A., Trejo, P., & Roux, R. (2014). English Language Teachers’ Professional Development and Identities. Retrieved fromNorton Peirce, B.N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29,9,31Norton, B. & Gao, Y. (2007). Identity, investment, and Chinese learners of EnglishNorton, B., & Morgan, B. (2020). Poststructuralism. In C. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 901–907). Hoboken: John Wiley & Sons Inc.Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Pearson Education/LongmanNovak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science education, 86(4), 548-571.Oliva, P. F. (2009). Developing the Curriculum (7th ed.). Boston, MA: Allyn & Bacon, IncP Bourdieu (1977), production theory of the education systemPEI at USTA (2004) Universidad Santo TomasPinkerton, J., & Dolan, P. (2007). Family support, social capital, resilience, and adolescentRentería, Erico, Lledios, Esperanza y Giraldo Alba. (2008). Convivencia familiar como lectura aproximativa desde elementos de la psicología social. Colombia Revista Psicología Social, 4, 427-441. Reviews: Neuroscience 4:231-234Ryan et al. (2000) Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being American PsychologistShanahan, Lynn. (2013). Composing “Kid-Friendly” Multimodal Text. Written Communication. 30. 194-227. 10.1177/0741088313480328.Universidad Santo Tomás (Reglamento VUAD)Vanassche, E., & Kelchtermans, G. (2016). A narrative analysis of a teacher educator’s professional learning journey. European Journal of Teacher Education, 39(3), 355–67.Vangrieken, K., Dorchy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A Systematic Review. Educational Research Review, 15, 17–40.Viáfara, J. J., & Largo, J. D. (2018). Colombian English teachers’ professional developmentWhite, C. 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