Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching
This study investigates novice non-native English teachers’ opinions about the effectiveness of their teacher education programme and the challenges during their initial years of teaching. The results of a survey administered to fifty-five novice teachers and follow-up interviews identify strengths...
- Autores:
-
Akcan, Sumru
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2016
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/66928
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/66928
http://bdigital.unal.edu.co/67956/
- Palabra clave:
- 37 Educación / Education
8 Literatura y retórica / Literature
In-service teacher development
non-native English teachers
novice teachers
teacher education programmes
formación permanente del profesorado
profesores de inglés no nativos
profesores principiantes
programas de formación del profesorado
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
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Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching |
| title |
Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching |
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Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching 37 Educación / Education 8 Literatura y retórica / Literature In-service teacher development non-native English teachers novice teachers teacher education programmes formación permanente del profesorado profesores de inglés no nativos profesores principiantes programas de formación del profesorado |
| title_short |
Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching |
| title_full |
Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching |
| title_fullStr |
Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching |
| title_full_unstemmed |
Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching |
| title_sort |
Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching |
| dc.creator.fl_str_mv |
Akcan, Sumru |
| dc.contributor.author.spa.fl_str_mv |
Akcan, Sumru |
| dc.subject.ddc.spa.fl_str_mv |
37 Educación / Education 8 Literatura y retórica / Literature |
| topic |
37 Educación / Education 8 Literatura y retórica / Literature In-service teacher development non-native English teachers novice teachers teacher education programmes formación permanente del profesorado profesores de inglés no nativos profesores principiantes programas de formación del profesorado |
| dc.subject.proposal.spa.fl_str_mv |
In-service teacher development non-native English teachers novice teachers teacher education programmes formación permanente del profesorado profesores de inglés no nativos profesores principiantes programas de formación del profesorado |
| description |
This study investigates novice non-native English teachers’ opinions about the effectiveness of their teacher education programme and the challenges during their initial years of teaching. The results of a survey administered to fifty-five novice teachers and follow-up interviews identify strengths and weaknesses in their teacher education programme and catalogue the difficulties they faced when they star-ted to teach. The study found significant differences between the content of novice teachers’ academic courses in their teacher education programme and the conditions they experienced in classrooms. The major challenges of their first years of teaching were related to lesson delivery, managing behaviour, unmotivated students, and students with learning disabilities. The article includes suggestions to prepare teachers for the actualities of working in schools. |
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2016 |
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2016-01-01 |
| dc.date.accessioned.spa.fl_str_mv |
2019-07-03T03:09:09Z |
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2019-07-03T03:09:09Z |
| dc.type.spa.fl_str_mv |
Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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info:eu-repo/semantics/article |
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info:eu-repo/semantics/publishedVersion |
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http://purl.org/coar/resource_type/c_6501 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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Text |
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http://purl.org/redcol/resource_type/ART |
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publishedVersion |
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ISSN: 2256-5760 |
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https://repositorio.unal.edu.co/handle/unal/66928 |
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http://bdigital.unal.edu.co/67956/ |
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ISSN: 2256-5760 |
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https://repositorio.unal.edu.co/handle/unal/66928 http://bdigital.unal.edu.co/67956/ |
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spa |
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spa |
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https://revistas.unal.edu.co/index.php/profile/article/view/48608 |
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Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development PROFILE Issues in Teachers' Professional Development |
| dc.relation.references.spa.fl_str_mv |
Akcan, Sumru (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 (1). pp. 55-70. ISSN 2256-5760 |
| dc.rights.spa.fl_str_mv |
Derechos reservados - Universidad Nacional de Colombia |
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http://purl.org/coar/access_right/c_abf2 |
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Atribución-NoComercial 4.0 Internacional |
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Atribución-NoComercial 4.0 Internacional Derechos reservados - Universidad Nacional de Colombia http://creativecommons.org/licenses/by-nc/4.0/ http://purl.org/coar/access_right/c_abf2 |
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openAccess |
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application/pdf |
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Universidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE |
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Universidad Nacional de Colombia |
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Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Akcan, Sumrucf9a6c31-00f8-459f-96b2-59d3e94055193002019-07-03T03:09:09Z2019-07-03T03:09:09Z2016-01-01ISSN: 2256-5760https://repositorio.unal.edu.co/handle/unal/66928http://bdigital.unal.edu.co/67956/This study investigates novice non-native English teachers’ opinions about the effectiveness of their teacher education programme and the challenges during their initial years of teaching. The results of a survey administered to fifty-five novice teachers and follow-up interviews identify strengths and weaknesses in their teacher education programme and catalogue the difficulties they faced when they star-ted to teach. The study found significant differences between the content of novice teachers’ academic courses in their teacher education programme and the conditions they experienced in classrooms. The major challenges of their first years of teaching were related to lesson delivery, managing behaviour, unmotivated students, and students with learning disabilities. The article includes suggestions to prepare teachers for the actualities of working in schools.Este estudio se centra en las opiniones de profesores principiantes de inglés, no nativos, sobre la eficacia de sus programas de formación como profesores y los retos durante sus primeros años trabajando. Los resultados de una encuesta administrada a cincuenta y cinco profesores principiantes y entrevistas posteriores permiten identificar fortalezas y debilidades en el programa de formación del profesorado y catalogar las dificultades que tuvieron que afrontar en el comienzo de su carrera docente. Se encontraron diferencias significativas entre el contenido de los cursos académicos de los profesores principiantes en su programa educativo y las condiciones experimentadas en sus clases. Los retos principales de sus primeros años como profesores tienen que ver con la impartición de la lección, la gestión de la conducta, el alumnado desmotivado y alumnos con dificultades de aprendizaje. El artículo incluye sugerencias para preparar a los profesores para las realidades del trabajo en las escuelas.application/pdfspaUniversidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILEhttps://revistas.unal.edu.co/index.php/profile/article/view/48608Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentAkcan, Sumru (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 (1). pp. 55-70. ISSN 2256-576037 Educación / Education8 Literatura y retórica / LiteratureIn-service teacher developmentnon-native English teachersnovice teachersteacher education programmesformación permanente del profesoradoprofesores de inglés no nativosprofesores principiantesprogramas de formación del profesoradoNovice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of TeachingArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTORIGINAL48608-278357-1-PB.pdfapplication/pdf182374https://repositorio.unal.edu.co/bitstream/unal/66928/1/48608-278357-1-PB.pdfa5a24da02193306b55ad4172382042f3MD51THUMBNAIL48608-278357-1-PB.pdf.jpg48608-278357-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7572https://repositorio.unal.edu.co/bitstream/unal/66928/2/48608-278357-1-PB.pdf.jpg03b80c79c4b18b85cc86b80508440495MD52unal/66928oai:repositorio.unal.edu.co:unal/669282024-05-18 23:08:56.09Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co |