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Undergraduate students’ pedagogical path : from language learners to professional teachers.
dc.contributor.author | Ochoa, Mauricio | spa |
dc.contributor.author | Alfonso, Marcela | spa |
dc.date.issued | 2017-05-29 | |
dc.identifier | http://revistas.pedagogica.edu.co/index.php/RF/article/view/6123 | |
dc.identifier | 10.17227/01234870.29folios19.26 | |
dc.identifier.issn | 0120-2146 | |
dc.identifier.issn | 2462-8417 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12209/5755 | |
dc.description.abstract | Este artículo pretende describir la dinámica estudiante–maestros y la práctica de enseñanza de asesores en el área de español desde el Departamento de Lenguas trabajar juntos en la práctica docente . Tenemos la intención de reflexionar sobre la transición de estudiantes y profesores de su papel como estudiantes a su papel como profesionales del lenguaje, educadores en la educación pública. También exploramos el papel de la reflexión crítica, el diálogo colaborativo y la investigación educativa de estudiantes profesionales y la manera en la que conciben la educación. Finalmente, subrayamos el impacto de las reflexiones sobre los estudiantes y el currículo en el programa de lenguas. | spa |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | spa | |
dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
dc.relation | http://revistas.pedagogica.edu.co/index.php/RF/article/view/6123/5079 | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0 | |
dc.source | Folios; Núm. 29 (2009): ene-jun; 19.26 | spa |
dc.source | Revista Folios; No 29 (2009): ene-jun; 19.26 | spa |
dc.source | 0120-2146 | spa |
dc.source | 2462-8417 | spa |
dc.subject | Estudiante - profesor | spa |
dc.subject | Práctica docente | spa |
dc.subject | Lenguas | spa |
dc.subject | Educación | spa |
dc.title | Undergraduate students’ pedagogical path : from language learners to professional teachers. | spa |
dc.subject.keywords | Student - teacher | eng |
dc.subject.keywords | Teaching practice | eng |
dc.subject.keywords | Languages | eng |
dc.subject.keywords | Education | eng |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
dc.relation.references | Alfonso, M. (2004). Collaborative work: english and science teachers sharing their understanding of their teaching practices. Bogotá: Universidad Distrital Francisco José de Caldas. | |
dc.relation.references | Bailey, F. (1996). The role of collaborative dialogue in teacher education. En Teacher learning in language teaching. Nueva York: Cambridge University Press. | |
dc.relation.references | Cárdenas, R. y Faustino, C. (2003). Developing reflec-tive and investigative skills in teacher preparation programs: the design and implementation of the classroom research component at the foreign lan-guage program of Universidad del Valle. Colombian Applied Linguistics Journal. | |
dc.relation.references | Clavijo, A. (1998). Redifining the role of curriculum: inquiry based curriculum an alternative. Colombian Applied Linguistics Journal | |
dc.relation.references | Clavijo, A. (2000). Formación de maestros. Historia y vida. Reflexión y praxis del maestro colombiano acerca de la lectura y la escritura. Bogotá: Plaza & Janés editores. | |
dc.relation.references | Dewey, J. (1990). School and society. Child and curriculum. Chicago: University of Chicago Press. | |
dc.relation.references | Freire, P. y Macedo, D. (1987). Literacy: reading the word and the world. Boston:Begin and Harvey. | |
dc.relation.references | Johnson, K. (1996). The vision versus the reality: the tensions of the Tesol practicum. En Teacher Lear-ning in language Teaching. Nueva York: Cambridge University Press. | |
dc.relation.references | Pineda, C. y Clavijo, A. (2003). Growing together as teacher researchers. Colombian Applied Linguistics Journal. | |
dc.relation.references | Richards, J. y Lockhart, C. (1998). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press. | |
dc.relation.references | Ochoa, M. (2006). Students expressing themselves through project work.Folios. | |
dc.type.local | Artículo de revista | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_6501 | eng |
dc.type.driver | info:eu-repo/semantics/article | eng |
dc.title.translated | Estudiantes universitarios de pedagogía: de aprendices de una lengua a profesores profesionales. | eng |
dc.description.abstractenglish | This article aims at describing the dynamics Undergraduate Student-teachers and the teaching practice assessors in the English area from the Language Department go through when working together in the teaching practice. We intend to reflect upon student-teachers’ transition from their role as learners to their role as professional language educators in the public education setting. We also explore the role of critical reflection, collaborative dialogue and educational research in students’ professional growth and the way they conceive education. Finally, we highlight the impact those reflections have had on students and the curriculum in the language program. | eng |
dc.type.version | info:eu-repo/semantics/publishedVersion | |
dc.rights.creativecommons | Attribution-NonCommercial 4.0 International |
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