Examinando por Materia "Enseñanza del inglés"
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Publicación Embargo La experiencia pedagógica en la ruta curricular para la enseñanza del inglés en CECAR(2023-08-04) Ayazo Santos, Sergio Luis; Flórez Salgado, Robin Samuel; Carranza Torres, Daniel EnriqueThe pedagogical experience of teachers in English teaching is a factor that describes in a certain way not only the experience of what simply happens, but also how they carry out processes of adaptation to a certain context, relationships with the environment, evolution in their pedagogical practices and spaces for academic reflection. Hence the importance of understanding how these experiences are carried out during the process of teaching and learning a foreign language, which is becoming increasingly relevant in a globalized and competitive world. For this reason, this study has set as its objective to understand the pedagogical experience of CECAR's institutional English teachers in the Curricular Path for teaching the foreign language. The research followed a qualitative approach framed within the comprehensive paradigm, which in turn takes as a reference the approach of Sociology of Experience, which according to Dubet ( 2010), studies the representations, emotions, practices and forms through which social actors account for them, based on logics of actions. Three focus groups with English teachers and two semi-structured interviews with the institution's directors were used as data collection instruments. The results showed that teachers’ pedagogical experience is built from the adaptations to different work contexts, changes and evolution of their pedagogical practices, the different strategies developed to face challenges in the educational field, the reflections made based on their own experiences in foreign language teaching within the Curricular Path and the meaning they give to their work at the university.Publicación Acceso abierto Internship at institución educativa La Salle Montería(2023-02-02) Bader Avilez, Daniel Alberto; Diaz Diaz, AlexThe La Salle Monteria internship program is outlined in this paper. It involved giving guidance to students in seventh and ninth grades in person. Through podcasting and critical literacy, this internship aimed to increase students' literacy and capacity for social analysis. Lessons were prepared and created using culturally responsive teaching techniques to provide a positive learning atmosphere that is conducive to all students, regardless of their cultural or language origins. This essay outlines the theoretical sources, methodology, results, conclusions, and recommendations given because of the process I was involved in.Publicación Acceso abierto The role of agency development in colombian teachers' adaptation of the english suggested curriculum for secondary school(2022-08-29) Valdelamar Gonzalez, Cindy; Calle Díaz, LuzkarimeDrawing on the concepts of teacher agency and language policy enactment, this qualitative case study reports how three secondary teachers from two state schools in Colombia enacted the National English Suggested Curriculum for Secondary (ESC) (MEN, 2016). Teachers’ trajectories of action were analyzed as these were influential in ESC adaptation. Semi-structured interviews, teachers’ narratives and lesson observations were used as data sources. By adapting Priestly et al. (2015) ecological model of agency as a reference framework, I situated teachers’ actions within projective, iterational and practical evaluative dimensions of agency. Rather than evaluating the effectiveness or ineffectiveness in ESC adaptation, the current study provides insight into the agentic moves made by the participant teachers, presenting their own teaching frameworks for action. In this study, I provide additional dimensions, which emerged from the analysis and can help to expand theoretical and empirical knowledge in the field of teacher agency.