Nuevos discursos en la formación docente en lengua materna y extranjera en Colombia

Abstract

. Nuevos discursos en la formación docente en lengua materna y extranjera en Colombia. Educ. Educ., 19(1), 46-64. DOI: 10.5294/edu.2016.19.1.3 Nuevos discursos en la formación docente en lengua materna y extranjera en Colombia Keywords Teacher training; mother tongue; foreign language; educational innovation; educational program development (Source: Unesco Thesaurus). 48ISSN 0123-1294 | Educ.Educ. Vol. 19. No. 1 | Enero-Abril de 2016 | pp. 46-64. Universidad de La Sabana | Facultad de EducaciónNovos discursos na formação docente em língua materna e estrangeira na Colômbia Palavras-chaveFormação de docentes; língua materna; língua estrangeira; inovação educacional; elaboração do programa educativo (Fonte: Tesauro da Unesco). 49Nuevos discursos en la formación docente en lengua materna y extranjera en Colombia

Evaluación Del Aprendizaje en Entornos Virtuales. La Experiencia De Los Docentes en La Eba- Uaq Durante La Pandemia (Covid-19)

“…Conclusión 3: Se logró diagnosticar el estado actual de las competencias matemáticas y el aprendizaje colaborativo, a través del trabajo de campo aplicándose las técnicas e instrumentos, estos se analizaron para contrastar los resultados obtenidos en la investigación. Desde la perspectiva las competencias matemáticas son entendidas según Fandiño (2006), como un saber hacer en un contexto determinado sino también es un desear hacer lo que compromete elementos afectivos de la persona como la voluntad y actitud, esta se aprecia cuando el sujeto observa, interpreta y muestra un comportamiento en la realidad adoptando un sentido de naturaleza matemática. En relación al Aprendizaje colaborativo que sustenta Gokhale (1995) es un método pedagógico en que se reúnen y trabajan juntos en grupos pequeños con el propósito de lograr un objetivo en común de tal manera que los alumnos son responsables del aprendizaje del equipo y del suyo propio.…”

Commodity, Immunity, and Struggle: (Re)visiting Senses of Community in ELT

“…3) is part of the many threads behind the implementation of English as a lingua franca which, in turn, leads to imagining a community (Anderson, 1983) where everybody is affiliated by speaking English. For ELTEPs, CoPs become the instrument to improve linguistic, technological, pedagogical, and research skills; they are therefore an important category to be included in the design of ELTEPs (Fandiño-Parra et al, 2016).…”

“…The idea of creating CoPs to develop English teacher competencies seems to be the focus of the studies mentioned above. That also seems to be the reason why CoPs have been instrumentally used to develop ELPTs' pedagogical, critical thinking, linguistic, and technological skills (Bedoya-González et al, 2018;Farias and Oblinovic, 2009), as a key concept in ELTEPs (Barragán, 2015;Fandiño-Parra et al, 2016) and as an important element to introduce educational innovations (Robayo-Torres, 2015). It seems that the use of CoPs has been instrumentalized, and the potential of the third phase of the conceptualization of CoPs may still be unknown.…”

Embracing Conceptualizations of English Language Teacher Education From a Complexity Perspective

“…There is a slow movement from traditional paradigms where knowledge transmission is equated to learning, to perspectives that integrate into the equation other interconnected factors such as reflection on teacher's classroom actions. Recent perspectives resonate with constructivist and sociocritical underpinnings as well as humanistic theoretical foundations (for a review of models, see Fandiño-Parra et al, 2016). The paradigmatic stance taken by elte influences how teaching and learning are instantiated in the programs.…”

“…The ultimate goal is supporting human growth. Those conceptions have given support to different models which emphasize cores of intellectual, social (K. E. Nguyen, 2016), humanistic, or technical stances (see Cochran-Smith & Lytle, 1999;Fandiño-Parra et al, 2016;Feiman-Nemser, 1990;Freeman, 2006;Wallace, 1991) or more integrative elte proposals (Kumaravadivelu, 2012). This shows a gradual shift that acknowledges elte as a complex endeavor aimed at uncovering the relationship of the multiplicity of components that affect teachers' learning.…”