Comprehending the conceptions about classroom research of efl teachers from public schools in Bugalagrande - Colombia

ilustraciones, gráficos, tablas

Autores:: Galeano Salgado, Iván David
Navia Espinosa, Valentina

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2021

Institución:: Unidad Central del Valle del Cauca

Repositorio:: Repositorio Institucional - Unidad Central del Valle del Cauca

Idioma:: spa

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dc.title.spa.fl_str_mv	Comprehending the conceptions about classroom research of efl teachers from public schools in Bugalagrande - Colombia
title	Comprehending the conceptions about classroom research of efl teachers from public schools in Bugalagrande - Colombia
spellingShingle	Comprehending the conceptions about classroom research of efl teachers from public schools in Bugalagrande - Colombia Investigación en clase Participación en investigación Rol docente
title_short	Comprehending the conceptions about classroom research of efl teachers from public schools in Bugalagrande - Colombia
title_full	Comprehending the conceptions about classroom research of efl teachers from public schools in Bugalagrande - Colombia
title_fullStr	Comprehending the conceptions about classroom research of efl teachers from public schools in Bugalagrande - Colombia
title_full_unstemmed	Comprehending the conceptions about classroom research of efl teachers from public schools in Bugalagrande - Colombia
title_sort	Comprehending the conceptions about classroom research of efl teachers from public schools in Bugalagrande - Colombia
dc.creator.fl_str_mv	Galeano Salgado, Iván David Navia Espinosa, Valentina
dc.contributor.advisor.none.fl_str_mv	González Ocampo, Diana Katherine
dc.contributor.advisor.spa.fl_str_mv	151 páginas
dc.contributor.author.none.fl_str_mv	Galeano Salgado, Iván David Navia Espinosa, Valentina
dc.subject.proposal.spa.fl_str_mv	Investigación en clase Participación en investigación Rol docente
topic	Investigación en clase Participación en investigación Rol docente
description	ilustraciones, gráficos, tablas
publishDate	2021
dc.date.issued.none.fl_str_mv	2021
dc.date.accessioned.none.fl_str_mv	2023-05-18T20:43:30Z
dc.date.available.none.fl_str_mv	2023-05-18T20:43:30Z
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dc.relation.references.none.fl_str_mv	Abadía, L. K. (2020). El reto que el sector educativo en Colombia debe superar tras la pandemia. Hoy en la Javeriana. https://www.javeriana.edu.co/documents/12789/11569759/P%C3%A1g.+9.+El+reto+del +sector+educativo.+HJ+marzo+2020+web.pdf/bf0db075-be31-413f-8496-e6d72ec72bf9 Afflerbach, P. (2008). Meaningful assessment for struggling adolescent readers. In S. Lenski & J. Lewis (Eds.), Reading success for struggling adolescent learners (pp. 249–264). New York, NY: Guilford. Alfaro, M. Araya, V. & Andonegui, M. (2007). Constructivismo: origenes y perspectivas. Laurus, 13(24),76-92. ISSN: 1315-883X. Disponible en: https://www.redalyc.org/articulo.oa?id=76111485004 Atkinson, P. & Hammersley, M. (1994). Ethnography and participant observation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (p. 248–261). Sage Publications, Inc. https://d1wqtxts1xzle7.cloudfront.net/8222015/6461181041799-withcover-pagev2.pdf?Expires=1633471502&Signature=DcQyK9RjNo0FlLdgUmTdx~DRt3BpnXlsiW tALoXhExmTGVm0~Q3XX9yx2P5ug68Euyzh2Qg7dpElsNLu2O~VW9pVAtvPwvJ5C e7LkPczxADQ7lrDZ4gQMerdjSW~QKoBsBNFLAZcvLqvl6XmsbmL1j1Jsi25bMSmb 2DJeMz7zIKy2VpGZOaN7jz7PccGzChv1oLd9RQOk3eHEKNPfEqnrf4ch8XNahx9fJF~Z687S-kAQkYDA~-Qf7dTRsig0xucj8- lWObmE0CEVwaPlypFXiqvf2WczjXaTFdSUStcjDCAO2eJGTOCcD4xkLUnEptbyM5 9bM9cKWinbOGOh7H2A__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA Baker, B. (2018). How Money Matters for Schools. Learning Possibility Institute. https://learningpolicyinstitute.org/sites/default/files/productfiles/How_Money_Matters_REPORT.pdf Banegas, D. L. (2018). Towards understanding efl teachers’ conceptions of research: Findings from Argentina. Profile: Issues in Teachers’ Professional Development, 20(1), 57-72. https://doi.org/10.15446/profile.v20n1.61881 Barkhuizen, G. (2009). Topics, Aims, and Constraints in English Teacher Research: A Chinese Case Study. TESOL Quarterly 43 (1): 113–125. Bassey, M. (1999). Case Study Research in Educational Settings. Buckingham: Open University Press. Bentley, T. (1998) Learning Beyond The Classroom. Reviewed by Simon Clements (formerly HMI). (1999). Improving Schools, 2(2), 22– 25. https://doi.org/10.1177/136548029900200207 Bonham, L. A. (1992). Candy, C. (1991). Self-Direction for Lifelong Learning. San Francisco: Jossey-Bass, 567 pages. $45.00. Adult Education Quarterly, 42(3), 192– 193. https://doi.org/10.1177/074171369204200307 Borg, S. (2004). Research in the lives of TESOL professionals. IATEFL Issues February-March 2004. IATEFL. Borg, S. (2009) English Language Teachers’ Conceptions of Research. Applied Linguistics. Volume 30, Issue 3, Pages 358–388. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.842.6183&rep=rep1&type=p df Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). 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Theoretical foundations of phenomenography. Higher Education Research & Development. https://doi.org/10.1080/0729436970160204 Svensson, L. (1997). Theoretical foundations of phenomenography. Higher Education Research & Development. https://doi.org/10.1080/0729436970160204 Tabatabaei, O. & Nazem, Y. (2013). English Language Teachers’ Conceptions of Research. Theory and Practice in Language Studies. 3. 10.4304/tpls.3.3.521-532 Taylor, S. J. & Bogdan, R. (1996, 1998). Introducción a los métodos cualitativos de investigación. Barcelona: Paidós http://mastor.cl/blog/wpcontent/uploads/2011/12/Introduccion-a-metodos-cualitativos-de-investigaci%C3%B3nTaylor-y-Bogdan.-344-pags-pdf.pdf Tuckman, B. W. (1999). Conducting educational research (5th ed.). Orlando, FL: Harcourt Brace. http://ww2.odu.edu/~jritz/attachments/coedre.pdf Van Lier, L. (1988). The Classroom and the Language Learner. London: Longman. Waltz, C. F., & Bausell, R. B. (1981). Nursing research: design, statistics and computer analysis. Philadephia: F.A. Davis Co. Wang, X. (2016). The study of the influence of English teachers’ classroom questioning belief and students’ perceptions to their classroom behaviors, Overseas English. Wiersma, W. (1989). Research Methods in Education: An introduction. Boston: Allyin and Bacon. Willis, S. (1994). The rocky road to empowerment. Update, 36(2): 1 3, 8. https://www.ascd.org/el/articles/the-rocky-road-to-empowerment Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction. Language Teaching Research, 18(2), 242-259. https://doi.org/10.1177/1362168813505943 Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage. https://doi.org/10.33524/cjar.v14i1.73
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spelling	González Ocampo, Diana Katherine151 páginasGaleano Salgado, Iván DavidNavia Espinosa, ValentinaTuluá, Valle del Cauca, Colombia2023-05-18T20:43:30Z2023-05-18T20:43:30Z2021http://hdl.handle.net/20.500.12993/2884Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasEste documento investiga las concepciones sobre la investigación en el aula de profesores de inglés como lengua extranjera en Bugalagrande, puesto que su comprensión puede ayudar a desarrollar nuevas estrategias para promover la participación en la investigación en la enseñanza del inglés como lengua extranjera. Los datos fueron recolectados a través de un cuestionario con tres docentes como muestra, y fueron seguidos por datos cualitativos de entrevistas semiestructuradas en línea con 16 preguntas basadas en los datos cuantitativos obtenidos previamente. Los resultados muestran que las concepciones docentes acerca de la investigación están relacionadas con las nociones científicas y convencionales de la misma. Los docentes son conscientes del papel transformador de la investigación en educación, pero no se involucran en ella, debido a las dificultades contextuales, la mínima gestión institucional y el déficit de apoyo gubernamental e institucional en recursos, capacitación y fondos. El empoderamiento de los profesores en la investigación podría buscarse guiando a los docentes hacia la apropiación de su rol de investigador y encontrando medios más eficientes que faciliten el seguimiento de la investigación en el aula.Licenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoPDFapplication/pdfspaDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessAbierto (Texto Completo)http://purl.org/coar/access_right/c_abf2Comprehending the conceptions about classroom research of efl teachers from public schools in Bugalagrande - Colombiabachelor thesisTesis/Trabajo de grado -Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/redcol/resource_type/TPLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónInvestigación en claseParticipación en investigaciónRol docenteAbadía, L. K. (2020). El reto que el sector educativo en Colombia debe superar tras la pandemia. Hoy en la Javeriana. https://www.javeriana.edu.co/documents/12789/11569759/P%C3%A1g.+9.+El+reto+del +sector+educativo.+HJ+marzo+2020+web.pdf/bf0db075-be31-413f-8496-e6d72ec72bf9Afflerbach, P. (2008). Meaningful assessment for struggling adolescent readers. In S. Lenski & J. Lewis (Eds.), Reading success for struggling adolescent learners (pp. 249–264). New York, NY: Guilford.Alfaro, M. Araya, V. & Andonegui, M. (2007). Constructivismo: origenes y perspectivas. Laurus, 13(24),76-92. ISSN: 1315-883X. Disponible en: https://www.redalyc.org/articulo.oa?id=76111485004Atkinson, P. & Hammersley, M. (1994). Ethnography and participant observation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (p. 248–261). 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Thousand Oaks, CA: Sage. https://doi.org/10.33524/cjar.v14i1.73Público generalPregradoEspecializaciónTHUMBNAILT00032162.pdf.jpgT00032162.pdf.jpgimage/jpeg115589https://repositorio.uceva.edu.co/bitstream/20.500.12993/2884/4/T00032162.pdf.jpgc1bfecdabc6ed7bbdb9bad3817f23764MD54open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-82246https://repositorio.uceva.edu.co/bitstream/20.500.12993/2884/2/license.txt539f860dd4806a8c969d9f2c175f6a03MD52open accessORIGINALT00032162.pdfT00032162.pdfTrabajo de gradoapplication/pdf933667https://repositorio.uceva.edu.co/bitstream/20.500.12993/2884/1/T00032162.pdf4336cd9c4a433b94886b8700f2a908b8MD51open access20.500.12993/2884oai:repositorio.uceva.edu.co:20.500.12993/28842024-07-26 10:49:30.382open accessRepositorio Institucional Unidad Central del Valle del Caucabiblioteca@uceva.edu.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

Comprehending the conceptions about classroom research of efl teachers from public schools in Bugalagrande - Colombia

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