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Please use this identifier to cite or link to this item:
https://repository.uniminuto.edu/handle/10656/7928
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DC Field | Value | Language |
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dc.contributor.advisor | Cuervo Alzate, Lady Viviana | |
dc.contributor.author | Molina Martinez, Luz Mery | |
dc.coverage.spatial | Bogotá D.C. | es_ES |
dc.date.accessioned | 2019-10-07T22:15:05Z | |
dc.date.available | 2019-10-07T22:15:05Z | |
dc.date.issued | 2019-05-20 | |
dc.identifier.citation | Molina M., L. M. (2019). An Unknown Marriage in Pre-Service Teachers: Beliefs and Their Practices. (Trabajo de grado). Corporación Universitaria Minuto de Dios. Bogotá- Colombia. | es_ES |
dc.identifier.uri | https://hdl.handle.net/10656/7928 | es_ES |
dc.description | To explore the relationship between pre-service teachers’ beliefs about teaching and their teaching practicum at UNIMINUTO. | es_ES |
dc.description.abstract | This research explored pre-service teachers’ beliefs about teaching and the relationship that they can do with their teaching practices during the development of the same in the English Bachelor Program at Corporación Universitaria Minuto de Dios. It is worth to emphasize that this qualitative research with a narrative focus used autobiographical narratives as an instrument of analysis, which four pre-service teachers carried out before and during their teaching practice. Through this instrument, the data supported the three main categories established, being these teacher`s roles, methods, approaches, strategies and materials for English Language Teaching. As results of this research, it was found pre-service teachers’ articulated some of their beliefs related to the teacher’s role in the classroom with their teaching practicum. On the other hand, pre-service teachers changed other beliefs related to the methods, approaches or strategies to teach English language, it due to context where they developed their teaching practicum number one. Finally, the participants remarked their beliefs related to resources and materials to teach English Language during their teaching practicum number one. | es_ES |
dc.format.extent | 60 páginas | es_ES |
dc.format.mimetype | application/pdf | en_EN |
dc.language.iso | en | es_ES |
dc.publisher | Corporación Universitaria Minuto de Dios | es_ES |
dc.source | reponame: Colecciones Digitales Uniminuto | es_ES |
dc.source | instname: Corporación Universitaria Minuto de Dios | es_ES |
dc.subject | Pre- service teachers | es_ES |
dc.subject | beliefs about teaching | es_ES |
dc.subject | teaching practice. | es_ES |
dc.title | An Unknown Marriage in Pre-Service Teachers: Beliefs and Their Practices. | en_EN |
dc.title.alternative | An Unknown Marriage in Pre-Service Teachers: Beliefs and Their Practices. | en_EN |
dc.type | Thesis | en_EN |
dc.description.abstractenglish | This research explored pre-service teachers’ beliefs about teaching and the relationship that they can do with their teaching practices during the development of the same in the English Bachelor Program at Corporación Universitaria Minuto de Dios. It is worth to emphasize that this qualitative research with a narrative focus used autobiographical narratives as an instrument of analysis, which four pre-service teachers carried out before and during their teaching practice. Through this instrument, the data supported the three main categories established, being these teacher`s roles, methods, approaches, strategies and materials for English Language Teaching. As results of this research, it was found pre-service teachers’ articulated some of their beliefs related to the teacher’s role in the classroom with their teaching practicum. On the other hand, pre-service teachers changed other beliefs related to the methods, approaches or strategies to teach English language, it due to context where they developed their teaching practicum number one. Finally, the participants remarked their beliefs related to resources and materials to teach English Language during their teaching practicum number one. Key Words: pre- service teachers’ beliefs about teaching, teaching practice | en_EN |
dc.subject.lemb | Práctica docente | es_ES |
dc.subject.lemb | prácticas de enseñanza | es_ES |
dc.subject.lemb | Ingles (enseñanza) | es_ES |
dc.subject.lemb | creencias docentes | es_ES |
dc.rights.accessrights | Restringido (texto completo) | es_ES |
dc.publisher.department | Pregrado (Presencial) | es_ES |
dc.publisher.program | Licenciatura en Lenguas Extranjeras con Énfasis en Inglés | es_ES |
dc.type.spa | Trabajo de Grado | es_ES |
dc.source.bibliographicCitation | Barcelos, A. M. F. (2015). Students teachers' beliefs and motivation, and the shaping of their professional identities. In Kalaja, P., Barcelos, A. M. F., Aro, M., & Ruohotie-Lyhty, M.(Ed.), Beliefs, agency and identity in foreign language learning and teaching. (pp.71-96). Springer. | |
dc.source.bibliographicCitation | Barón, B.et al. (2017).Caracterización de las prácticas docentes universitarias. Bogotá. Corporación Universitaria Minuto de Dios. | |
dc.source.bibliographicCitation | Betancourth, C. (2013). La práctica docente y la realidad en el aula. Revista Criterios, 20 (1), pp. 101- 118. | |
dc.source.bibliographicCitation | Cuervo, L; Gamboa, A; Herrera, C & Lalle, C. (2016). La construcción de la identidad profesional de los docentes en formación de inglés desde la observación reflexiva: | |
dc.source.bibliographicCitation | Fajardo, A. (2013). Stated vs. enacted beliefs: looking at pre-service teachers’ Pedagogical beliefs through classroom interaction. Íkala, revista de lenguaje y cultura, 18(2), 37–57. | |
dc.source.bibliographicCitation | Farrell, T. S., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163-176 | |
dc.source.bibliographicCitation | González, M. (2008). English teachers' beliefs about communicative competence and their relationship with their classroom practices. Profile Issues in Teachers Professional Development, (10), 75-90 | |
dc.source.bibliographicCitation | Johnson, R. B., & Christensen, L. B. (2011). Chapter 19: Data analysis in qualitative and mixed research. Educational research methods: Quantitative, qualitative, and mixed approaches, 515-545. | |
dc.source.bibliographicCitation | Mak, S. H. Y. (2011). Tensions between conflicting beliefs of an EFL teacher in teaching practice. RELC Journal, 42(1), 53-67 | |
dc.source.bibliographicCitation | Riojas, M ; Alanís, I & Bustos, B. (2013). Early Childhood Teachers Reconstruct Beliefs and Practices Through Reflexive Action, Journal of Early Childhood Teacher Education, 34:1, 36-45, DOI: 10.1080/10901027.2013.758536 | |
dc.source.bibliographicCitation | Suárez, S & Basto, E. (2017). Identifying pre-service teachers’ beliefs about teaching efl and their potential changes. Profile Issues in Teachers’ Professional Development, 19(2), 167 184. http://dx.doi.org/10.15446/profile.v19n2.59675 | |
dc.source.bibliographicCitation | Valsecchi, M & Ponce, S. (Octubre, 2015). Creencias de docentes de inglés de escuela secundaria: su importancia e implicancia en la formación docente. Trabajo presentado en VIII jornadas nacionales y 1º congreso internacional sobre la formación del profesorado, Mar del plata, Argentina. | |
Appears in Collections: | Licenciatura en Idioma Extranjero - Inglés |
Files in This Item:
File | Description | Size | Format | |
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MolinaMartínezLuzMery_2019.pdf | Trabajo de grado | 2.09 MB | Adobe PDF | ![]() View/Open |
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