Teachers’ knowledge of second language and curriculum: a narrative experience

This study was carried out with a group of three teachers who work for the foreign languages department of a private university in Colombia. It was aimed at unveiling and characterizing the narrative knowledge these teachers hold about language teaching and learning processes as well as the role thi...

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Autores:
Mendieta Aguilar, Jenny Alexandra
Tipo de recurso:
Article of journal
Fecha de publicación:
2011
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/33498
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/33498
http://bdigital.unal.edu.co/23578/
http://bdigital.unal.edu.co/23578/2/
Palabra clave:
TESOL
Applied Linguistics
EFL
Narrative inquiry
narratives
second language curriculum
second language teaching and learning
teachers’ beliefs.
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
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repository_id_str
spelling 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_abf2Mendieta Aguilar, Jenny Alexandradd7deb4f-8b36-46b1-9048-50efc758469d3002019-06-27T22:58:18Z2019-06-27T22:58:18Z2011https://repositorio.unal.edu.co/handle/unal/33498http://bdigital.unal.edu.co/23578/http://bdigital.unal.edu.co/23578/2/This study was carried out with a group of three teachers who work for the foreign languages department of a private university in Colombia. It was aimed at unveiling and characterizing the narrative knowledge these teachers hold about language teaching and learning processes as well as the role this knowledge plays in the constant construction and evaluation of curriculum. Data were collected through concept maps, biodata surveys, narrative interviews, and participant observation within a narrative inquiry approach to research. Findings show the crucial need to value and explore teachers’ knowledge from a narrative perspective in order to better understand the complexity of the teaching context in which they work.Este proyecto de investigación se realizó con un grupo de tres profesores que laboran en el Departamento de Lenguas de una universidad privada de Colombia. El objetivo fue develar y caracterizar el conocimiento narrativo de los participantes en relación con la enseñanza y aprendizaje de la lengua extranjera y el papel de dicho conocimiento en la construcción y evaluación del currículo. Se recolectaron datos mediante mapas conceptuales, encuestas, entrevistas narrativas y observación de clases, en el marco de una metodología de la investigación de tipo narrativo. Los resultados muestran la necesidad de valorar y explorar el conocimiento de los docentes, desde una perspectiva narrativa, y con el fin de comprender mejor la complejidad del contexto en donde laboran.application/pdfspaUniversidad Nacional de Colombia, Facultad de Ciencias Humanashttp://revistas.unal.edu.co/index.php/profile/article/view/20560Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentMendieta Aguilar, Jenny Alexandra (2011) Teachers’ knowledge of second language and curriculum: a narrative experience. PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 1 (2011): PROFILE Journal Vol. 13 No. 1: Issues in Teachers’ Professional Development; 89-110 PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 1 (2011): PROFILE Journal .Teachers’ knowledge of second language and curriculum: a narrative experienceArtículo 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/ARTTESOLApplied LinguisticsEFLNarrative inquirynarrativessecond language curriculumsecond language teaching and learningteachers’ beliefs.ORIGINAL20560-69458-1-PB.pdfapplication/pdf358280https://repositorio.unal.edu.co/bitstream/unal/33498/1/20560-69458-1-PB.pdfe7d4611b6ddf57410ffc44b51e3ca40cMD51THUMBNAIL20560-69458-1-PB.pdf.jpg20560-69458-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg6569https://repositorio.unal.edu.co/bitstream/unal/33498/2/20560-69458-1-PB.pdf.jpg9e6ae6ef947c98f81120d316695633ecMD52unal/33498oai:repositorio.unal.edu.co:unal/334982022-12-26 23:04:51.771Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co
dc.title.spa.fl_str_mv Teachers’ knowledge of second language and curriculum: a narrative experience
title Teachers’ knowledge of second language and curriculum: a narrative experience
spellingShingle Teachers’ knowledge of second language and curriculum: a narrative experience
TESOL
Applied Linguistics
EFL
Narrative inquiry
narratives
second language curriculum
second language teaching and learning
teachers’ beliefs.
title_short Teachers’ knowledge of second language and curriculum: a narrative experience
title_full Teachers’ knowledge of second language and curriculum: a narrative experience
title_fullStr Teachers’ knowledge of second language and curriculum: a narrative experience
title_full_unstemmed Teachers’ knowledge of second language and curriculum: a narrative experience
title_sort Teachers’ knowledge of second language and curriculum: a narrative experience
dc.creator.fl_str_mv Mendieta Aguilar, Jenny Alexandra
dc.contributor.author.spa.fl_str_mv Mendieta Aguilar, Jenny Alexandra
dc.subject.proposal.spa.fl_str_mv TESOL
Applied Linguistics
EFL
Narrative inquiry
narratives
second language curriculum
second language teaching and learning
teachers’ beliefs.
topic TESOL
Applied Linguistics
EFL
Narrative inquiry
narratives
second language curriculum
second language teaching and learning
teachers’ beliefs.
description This study was carried out with a group of three teachers who work for the foreign languages department of a private university in Colombia. It was aimed at unveiling and characterizing the narrative knowledge these teachers hold about language teaching and learning processes as well as the role this knowledge plays in the constant construction and evaluation of curriculum. Data were collected through concept maps, biodata surveys, narrative interviews, and participant observation within a narrative inquiry approach to research. Findings show the crucial need to value and explore teachers’ knowledge from a narrative perspective in order to better understand the complexity of the teaching context in which they work.Este proyecto de investigación se realizó con un grupo de tres profesores que laboran en el Departamento de Lenguas de una universidad privada de Colombia. El objetivo fue develar y caracterizar el conocimiento narrativo de los participantes en relación con la enseñanza y aprendizaje de la lengua extranjera y el papel de dicho conocimiento en la construcción y evaluación del currículo. Se recolectaron datos mediante mapas conceptuales, encuestas, entrevistas narrativas y observación de clases, en el marco de una metodología de la investigación de tipo narrativo. Los resultados muestran la necesidad de valorar y explorar el conocimiento de los docentes, desde una perspectiva narrativa, y con el fin de comprender mejor la complejidad del contexto en donde laboran.
publishDate 2011
dc.date.issued.spa.fl_str_mv 2011
dc.date.accessioned.spa.fl_str_mv 2019-06-27T22:58:18Z
dc.date.available.spa.fl_str_mv 2019-06-27T22:58:18Z
dc.type.spa.fl_str_mv Artículo de revista
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http://bdigital.unal.edu.co/23578/2/
url https://repositorio.unal.edu.co/handle/unal/33498
http://bdigital.unal.edu.co/23578/
http://bdigital.unal.edu.co/23578/2/
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.spa.fl_str_mv http://revistas.unal.edu.co/index.php/profile/article/view/20560
dc.relation.ispartof.spa.fl_str_mv 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 Mendieta Aguilar, Jenny Alexandra (2011) Teachers’ knowledge of second language and curriculum: a narrative experience. PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 1 (2011): PROFILE Journal Vol. 13 No. 1: Issues in Teachers’ Professional Development; 89-110 PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 1 (2011): PROFILE Journal .
dc.rights.spa.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.license.spa.fl_str_mv Atribución-NoComercial 4.0 Internacional
dc.rights.uri.spa.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv 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
eu_rights_str_mv openAccess
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Nacional de Colombia, Facultad de Ciencias Humanas
institution Universidad Nacional de Colombia
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