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The lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological study

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dc.contributor.authorArango Soto, Maria Rosaspa
dc.contributor.authorSchortborgh Romero, Estefaniaspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2019-12-21T22:12:31Zspa
dc.date.available2019-12-21T22:12:31Zspa
dc.date.issued2019-12-20spa
dc.description.abstractEl Trastorno por déficit de Atención/Hiperactividad es conocido como un trastorno neuroconductual que afecta la capacidad de prestar atención, siendo los niños y adolescentes la población afectada más común. Hoy en día existen algunos estudios de investigación relacionados con el TDAH y el campo del aprendizaje y la enseñanza del inglés; a pesar de todos los estudios realizados para saber cómo afecta el TDAH al proceso de aprendizaje y las estrategias de enseñanza establecidas e implementadas, pocos de ellos se han centrado en la comprensión de la experiencia vivida de ser profesor de inglés como lengua extranjera para estudiantes con TDAH. El propósito de este estudio fenomenológico cualitativo es entender las experiencias vividas por los profesores al enseñar inglés a estudiantes con Trastorno por Déficit de Atención e Hiperactividad. El método fenomenológico psicológico de Giorgi se utilizó para analizar los datos para determinar cómo la participante percibía y describía su experiencia mostrando como resultado que la experiencia vivida de ser profesora de inglés como lengua extranjera para estudiantes con TDAH implica un conjunto de sentimientos relacionados con la pedagogía así como visiones de la enseñanza que hacen que los profesores reflexionen y se den cuenta de cuál es el verdadero problema de tratar con los estudiantes con TDAH, cómo ellos como profesores pueden proceder a integrar a los estudiantes con TDAH en el aula y cuán auténticos pueden llegar a ser para establecer la comunicación y una buena relación con los estudiantes.spa
dc.description.abstractAttention Deficit/Hyperactive Disorder is known as a neurobehavioral disorder that affects the ability to pay attention, and children and adolescents seem to be the most common affected population. Nowadays there are some research studies related to ADHD and learning and teaching English field; despite all the studies carried out in order to know how ADHD affects the learning process and established and implemented teaching strategies, few of them have focused on understanding the lived experience of being a teacher of English as a foreign language for ADHD students. The purpose of this qualitative phenomenological study was to understand teachers’ lived experiences when teaching English to students with Attention Deficit/Hyperactivity Disorder. Giorgi’s phenomenological psychological method was used to analyze the data to determine how a participant teacher perceived and described her experience as a teacher of students with ADHD. The results showed that the lived experience of being a teacher of these students implies a set of feelings connected to pedagogy as well as visions of teaching that make teachers reflect and realize about what is the real problem dealing with ADHD students, as well as how they as teachers can proceed to integrate ADHD students in the classroom and how authentic they can be to establish communication and good relations with students.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityTrabajo de Investigación/Extensión
dc.description.tableofcontents1. Introduction……………………………………………………………………........................9spa
dc.description.tableofcontents2. Theoretical Framework ……………………………………………………………………..12spa
dc.description.tableofcontents2.1. Conceptual framework …………….……………………………………………………......12spa
dc.description.tableofcontents2.1.1. Mental Disorders………………….……………………………………………………12spa
dc.description.tableofcontents2.1.2. ADHD………………………………………………………………………………….12spa
dc.description.tableofcontents2.1.3. ADHD in classroom……….………. ……………………………………….................13spa
dc.description.tableofcontents2.2. Literature review ………...………………………………………………………………….14spa
dc.description.tableofcontents3. Methodology ………………………………………………………………….......................18spa
dc.description.tableofcontents3.1. Type of study………………………………………………………………………………..18spa
dc.description.tableofcontents3.2. Context and Participants ………………………………………………………………........19spa
dc.description.tableofcontents3.3. Ethical Considerations………………………………………………………………………20spa
dc.description.tableofcontents3.3.1. Informed consent………………………………………………………………………20spa
dc.description.tableofcontents3.3.2. Confidentiality…………………………………………………………………………20spa
dc.description.tableofcontents3.4. Data Collection Method….………………………………………………………………….20spa
dc.description.tableofcontents3.5. Data Analysis ……………………………………………………………………………….22spa
dc.description.tableofcontents4. Findings ………………………………………………………………………………………26spa
dc.description.tableofcontents4.1. Themes…………………………………………………………………………………........26spa
dc.description.tableofcontents4.1.1. Perception as growth………………………………………………………...................26spa
dc.description.tableofcontents4.1.2. Dependency…………………………………………………………………………….27spa
dc.description.tableofcontents4.1.3. Being authentic with others and learning………………………….…………………...28spa
dc.description.tableofcontents4.1.4. Feelings connected to pedagogy………………….……………………………………29spa
dc.description.tableofcontents4.1.5. Visions of teaching………………………………………………………….................30spa
dc.description.tableofcontents4.1.6. The Power of Continuity….……………………………………………………………33spa
dc.description.tableofcontents4.2. Conceptual structure…………………………………………………………………….......33spa
dc.description.tableofcontents5. Discussion …….……………………………………………………………...........................35spa
dc.description.tableofcontents6. Reflection …………………………………………………………………………………….38spa
dc.description.tableofcontents7. Conclusion……………………………………………………………………………………40spa
dc.description.tableofcontents8. Appendixes…………………………………………………………………………………...43spa
dc.description.tableofcontents9. References…………………………………………………………………………………….52spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/2460spa
dc.language.isoengspa
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
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dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.accessrightsinfo:eu-repo/semantics/closedAccessspa
dc.rights.creativecommonsAtribución 4.0 Internacional (CC BY 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/spa
dc.subject.keywordsMental Disordersspa
dc.subject.keywordsADHDspa
dc.subject.keywordsADHD in classroomspa
dc.subject.proposalTDAHspa
dc.subject.proposalTDAH en el salón de clasesspa
dc.subject.proposalDesórdenes mentalesspa
dc.titleThe lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological studyspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverInfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versionInfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_14cbspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
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