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Exploring changes in teachers’ praxis when learning reading to learn (R2L)

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dc.contributor.advisorHerazo, José Davidspa
dc.contributor.authorGonzález Rodríguez, Estefany
dc.date.accessioned2022-11-18T20:23:53Z
dc.date.available2022-11-18T20:23:53Z
dc.date.issued2022-11-16
dc.description.abstractReading to learn (R2L) is based on a set of strategies intended to qualify teachers to support their students during their learning process, in order to lead them to independent and successful creation of texts. This methodology has been implemented and researched around the world, considering different curriculum contexts, languages, and content areas. Nevertheless, the main concern of these studies has been learners’ reading and writing improvement based on this Genre-based pedagogy, paying less attention to teachers’ learning and implementation of R2L. This study presents an in-depth analysis of one in-service teacher’s appropriation of R2L for teaching spoken discourse in English as Foreign Language (EFFL) classroom. Specifically, the study describes the challenges and changes that might take place in teachers’ praxis as a result of this process. The study was conducted following a qualitative formative interventions (FI) design. Data were gathered through interviews and lesson observations. Analysis was carried out through activity systems analysis. Findings revealed changes in the teacher’s praxis referring to the object and tools and the contradictions she experienced when learning R2L that propelled such changes. This study will inform future professional development programs in R2L as well as expand our understanding of how R2L can be used for supporting learners’ spoken meaning-making in foreign language contexts.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Enseñanza del Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontentsIntroduction 9spa
dc.description.tableofcontentsTheoretical Framework 12spa
dc.description.tableofcontentsSystemic Functional Linguistics 12spa
dc.description.tableofcontentsReading to Learn (R2L) 13spa
dc.description.tableofcontentsR2L for Spoken Discourse 18spa
dc.description.tableofcontentsActivity Theory and Teacher Praxis 19spa
dc.description.tableofcontentsA Review of Research in R2L 22spa
dc.description.tableofcontentsChanges in Teachers’ Praxis 23spa
dc.description.tableofcontentsChallenges, Tensions and Conflicts 25spa
dc.description.tableofcontentsMethods 29spa
dc.description.tableofcontentsResearch Design 29spa
dc.description.tableofcontentsContext and Participants 32spa
dc.description.tableofcontentsProfessional Development Program 32spa
dc.description.tableofcontentsData Collection Procedures 33spa
dc.description.tableofcontentsData Analysis 38spa
dc.description.tableofcontentsFindings 40spa
dc.description.tableofcontentsEly’s Praxis at the Onset of the Project 40spa
dc.description.tableofcontentsChanges in Ely’s Praxis 49spa
dc.description.tableofcontentsChange in the Object of the System 50spa
dc.description.tableofcontentsChange in the Mediational Tools of the System 58spa
dc.description.tableofcontentsChange in the Community of the System 71spa
dc.description.tableofcontentsDiscussion 75spa
dc.description.tableofcontentsFindings Related to the Literature 75spa
dc.description.tableofcontentsConclusions 79spa
dc.description.tableofcontentsReferences 82spa
dc.description.tableofcontentsList of footnotes 87spa
dc.description.tableofcontentsAppendices 88spa
dc.description.tableofcontentsAppendix A: Analysis of text 88spa
dc.description.tableofcontentsAppendix B: Genre analysis 90spa
dc.description.tableofcontentsAppendix C: R2L for spoken discourse 93spa
dc.description.tableofcontentsAppendix D: Text transcript 104spa
dc.description.tableofcontentsAppendix E: Pedagogical Diagram 105spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6831
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programMaestría en Enseñanza del Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsPraxiseng
dc.subject.keywordsReading to learn (R2L)eng
dc.subject.keywordsContradictionseng
dc.subject.keywordsFormative interventioneng
dc.subject.keywordsActivity systemeng
dc.subject.keywordsSpoken discourseeng
dc.subject.keywordsProfessional developmenteng
dc.subject.proposalPraxisspa
dc.subject.proposalReading to learn (R2L)spa
dc.subject.proposalContradictionsspa
dc.subject.proposalFormative interventionspa
dc.subject.proposalActivity systemspa
dc.subject.proposalSpoken discoursespa
dc.subject.proposalProfessional developmentspa
dc.titleExploring changes in teachers’ praxis when learning reading to learn (R2L)spa
dc.typeTrabajo de grado - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TMspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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