EVENTOS NARRATIVOS, COMUNIDADES Y ARQUITECTURAS DE PRÁCTICA DOCENTE FORMACIÓN INICIAL DE PROFESORES DE INGLÉS Y FRANCÉS

EVENTOS NARRATIVOS, COMUNIDADES Y ARQUITECTURAS DE PRÁCTICA DOCENTE FORMACIÓN INICIAL DE PROFESORES DE INGLÉS Y FRANCÉS

HAROLD CASTAÑEDA - MAGDA RODRÍGUEZ - ADRIANA SALAZAR - PEDRO ANTONIO CHALA

Colección: Didácticas
Año: 2016
ISBN: 9789588972596
Precio: $20,000
Existencia: 57

The Role of Genre-Based Activities in the Writing of Argumentative Essays in EFL

This article presents the findings of an action research project conducted with a group of pre-service teachers of a program in modern languages at a Colombian university. The study intended to go beyond an emphasis on linguistic and textual features in English as a foreign language argumentative essays by using a set of genre-based activities and the understanding of writing as a situated social practice. Data were gathered through questionnaires, semi-structured interviews, class recordings, and students' artifacts. The results showed that genre-based activities supported the participants throughout the experience and boosted their confidence, resulting in a positive attitude towards essay writing. The study highlights the importance of dialogic interaction to provide scaffolding opportunities, of understanding writing as a process, and of the use of samples and explicit instruction to facilitate writing.

Key words: Argumentative essay writing, genre-based teaching, scaffolding, situated social practice.

http://www.scielo.org.co/scielo.php?pid=S1657-07902013000200009&script=sci_arttext&tlng=es

Narrative Events of Pre-Service Teachers at the End of their Teaching Practicum with Regard to their Pedagogical Advisor: Learnings Reported

This article reports results of a qualitative study which aimed to inquire about meaningful narratives of 184 students of a teaching degree in Modern Languages in a private university in Bogotá. The study intended to identify and characterise different aspects (linguistic, social, cognitive, pedagogic, emotional, or else) which pre-service teachers narrated as being meaningful for their learning once they finished their foreign language teaching practicum. Narrative events were collected through a self-evaluation instrument that was submitted by the students of different cohorts (I-2009 to II-2012) at the end of their teaching practicum. The article focuses on pre-service teachers’ relationship with their pedagogical advisor during their practicum period. Analysis of the data showed that pre-service teachers established a close bond with their pedagogical advisor in which the advisors’ support, experience, attitude, and knowledge are highlighted, particularly related to the role pre-service teachers acquire as didactic agents and not merely as pedagogical educators. 

Keywords: pre-service teachers; teaching practicum; pedagogical advisor

http://www.scielo.org.co/pdf/signo/v35n68/v35n68a03.pdf