Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry

This paper describes a case study research project carried out in a public school in Bogotá, Colombia, with four unlicensed teachers of English as a foreign language. Although the institutional guidelines in the school suggest that teachers should collectively propose changes to shape pedagogical re...

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Autores:
Aguirre Garzón, Edgar Augusto
Tipo de recurso:
Article of journal
Fecha de publicación:
2018
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/66870
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/66870
http://bdigital.unal.edu.co/67898/
Palabra clave:
37 Educación / Education
8 Literatura y retórica / Literature
Collaborative inquiry
reflective teaching
teachers’ professional development
unlicensed teachers of English as a foreign language
desarrollo profesional de docentes
enseñanza reflexiva
investigación colaborativa
profesores de inglés no licenciados
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
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oai_identifier_str oai:repositorio.unal.edu.co:unal/66870
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network_name_str Universidad Nacional de Colombia
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_abf2Aguirre Garzón, Edgar Augusto5458f8c6-ab0a-46da-ad05-23cf02ab49083002019-07-03T03:01:40Z2019-07-03T03:01:40Z2018-01-01ISSN: 2256-5760https://repositorio.unal.edu.co/handle/unal/66870http://bdigital.unal.edu.co/67898/This paper describes a case study research project carried out in a public school in Bogotá, Colombia, with four unlicensed teachers of English as a foreign language. Although the institutional guidelines in the school suggest that teachers should collectively propose changes to shape pedagogical realities, there is evidence of little communication among them. This study emphasizes collaborative, reflective inquiry as a means to educative transformation. Findings suggest that collaborative inquiry prompts the language teachers to conjointly design teaching strategies and materials that articulate with students’ contexts. Furthermore, along the way, the teachers were empowered to propose curricular changes to adjust contents and goals of the area with the students’ contextual reality.Este artículo describe un estudio de caso realizado en un colegio público de Bogotá, Colombia con cuatro profesores de inglés no licenciados en lenguas. Aunque los lineamientos institucionales del colegio sugieren que los docentes deberían proponer cambios a nivel colectivo para transformar realidades pedagógicas, no hay evidencia de que existan escenarios de comunicación entre ellos. Este estudio se enfoca en la investigación colaborativa y reflexiva de prácticas de enseñanza como medio para la transformación educativa. Los resultados sugieren que la investigación colaborativa impulsa a los profesores a diseñar conjuntamente estrategias y materiales para la enseñanza del inglés que se articulan con los contextos de los estudiantes. Adicionalmente, durante el proceso, los profesores se empoderaron para proponer cambios curriculares con el fin de ajustar los objetivos y contenidos del área a las realidades contextuales de los estudiantes.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/62323Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentAguirre Garzón, Edgar Augusto (2018) Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry. Profile: Issues in Teachers´ Professional Development, 20 (1). pp. 73-87. ISSN 2256-576037 Educación / Education8 Literatura y retórica / LiteratureCollaborative inquiryreflective teachingteachers’ professional developmentunlicensed teachers of English as a foreign languagedesarrollo profesional de docentesenseñanza reflexivainvestigación colaborativaprofesores de inglés no licenciadosUnlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective InquiryArtículo 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/ARTORIGINAL62323-365308-2-PB.pdfapplication/pdf292324https://repositorio.unal.edu.co/bitstream/unal/66870/1/62323-365308-2-PB.pdff67818550697760df62cdb629a4aa988MD51THUMBNAIL62323-365308-2-PB.pdf.jpg62323-365308-2-PB.pdf.jpgGenerated Thumbnailimage/jpeg7417https://repositorio.unal.edu.co/bitstream/unal/66870/2/62323-365308-2-PB.pdf.jpgdce7a2fbd40a824b602c6ae01861d453MD52unal/66870oai:repositorio.unal.edu.co:unal/668702024-05-18 23:08:45.435Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co
dc.title.spa.fl_str_mv Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry
title Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry
spellingShingle Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry
37 Educación / Education
8 Literatura y retórica / Literature
Collaborative inquiry
reflective teaching
teachers’ professional development
unlicensed teachers of English as a foreign language
desarrollo profesional de docentes
enseñanza reflexiva
investigación colaborativa
profesores de inglés no licenciados
title_short Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry
title_full Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry
title_fullStr Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry
title_full_unstemmed Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry
title_sort Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry
dc.creator.fl_str_mv Aguirre Garzón, Edgar Augusto
dc.contributor.author.spa.fl_str_mv Aguirre Garzón, Edgar Augusto
dc.subject.ddc.spa.fl_str_mv 37 Educación / Education
8 Literatura y retórica / Literature
topic 37 Educación / Education
8 Literatura y retórica / Literature
Collaborative inquiry
reflective teaching
teachers’ professional development
unlicensed teachers of English as a foreign language
desarrollo profesional de docentes
enseñanza reflexiva
investigación colaborativa
profesores de inglés no licenciados
dc.subject.proposal.spa.fl_str_mv Collaborative inquiry
reflective teaching
teachers’ professional development
unlicensed teachers of English as a foreign language
desarrollo profesional de docentes
enseñanza reflexiva
investigación colaborativa
profesores de inglés no licenciados
description This paper describes a case study research project carried out in a public school in Bogotá, Colombia, with four unlicensed teachers of English as a foreign language. Although the institutional guidelines in the school suggest that teachers should collectively propose changes to shape pedagogical realities, there is evidence of little communication among them. This study emphasizes collaborative, reflective inquiry as a means to educative transformation. Findings suggest that collaborative inquiry prompts the language teachers to conjointly design teaching strategies and materials that articulate with students’ contexts. Furthermore, along the way, the teachers were empowered to propose curricular changes to adjust contents and goals of the area with the students’ contextual reality.
publishDate 2018
dc.date.issued.spa.fl_str_mv 2018-01-01
dc.date.accessioned.spa.fl_str_mv 2019-07-03T03:01:40Z
dc.date.available.spa.fl_str_mv 2019-07-03T03:01:40Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.type.content.spa.fl_str_mv Text
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format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.issn.spa.fl_str_mv ISSN: 2256-5760
dc.identifier.uri.none.fl_str_mv https://repositorio.unal.edu.co/handle/unal/66870
dc.identifier.eprints.spa.fl_str_mv http://bdigital.unal.edu.co/67898/
identifier_str_mv ISSN: 2256-5760
url https://repositorio.unal.edu.co/handle/unal/66870
http://bdigital.unal.edu.co/67898/
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.spa.fl_str_mv https://revistas.unal.edu.co/index.php/profile/article/view/62323
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 Aguirre Garzón, Edgar Augusto (2018) Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry. Profile: Issues in Teachers´ Professional Development, 20 (1). pp. 73-87. ISSN 2256-5760
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 - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE
institution Universidad Nacional de Colombia
bitstream.url.fl_str_mv https://repositorio.unal.edu.co/bitstream/unal/66870/1/62323-365308-2-PB.pdf
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repository.name.fl_str_mv Repositorio Institucional Universidad Nacional de Colombia
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