Search results for: Colombia
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From Utopia to Reality: Trans-Formation of Pedagogical Knowledge in English Language Teacher Education
In this article the author reports on a study of some English language student-teachers’ trans-formations of knowledge about language education. The question that guided the study was: How are English language student-teachers’ formative pedagogical and research experiences portrayed in a transformative and critical outlook for initial teacher education? Reflections, perceptions, and conceptions served as data and were collected by means of diaries, interviews, and degree projects or monographs. From the analysis of data, two main themes emerged: “Going Back and Forth from Utopia to Reality” and “EFL Student-Teachers as Novice Critical Researchers”. A conclusion was that the participants’ trans-formations mediated by pedagogical and research agendas represented alternatives with high levels of sensitivity towards socially associated issues in language education.
Updated: Aug. 08, 2019
Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning
The purpose of this article is to analyse how teachers' specific professional development is built in four cases in South American countries. Furthermore, the study examines the main features of this training. The authors used communicative methodology of research. The authors note that the importance of this exploratory study lies in identifying key components that may enable the transfer of the project to other schools and contexts. This professional development provides teachers, families and their communities with research-based knowledge and tools to improve students’ learning, social and emotional development.
Updated: Feb. 13, 2018
This study examined the perspectives of preK-12 teachers from five nations. These teachers share their attitudes regarding the concepts of culture and citizenship and the intersections of those concepts. The authors gathered data on the perspectives expressed in online discussions among 125 in-service teachers enrolled in master's degree programs in Brazil, Colombia, Ecuador, Paraguay, and the United States.
Updated: Jan. 10, 2012