Teachers’ beliefs and practices towards English language methodology & complementing teaching profiles and the 21st century skills.

dc.contributorRincón Camacho, Lida Johanna
dc.contributorMartínez Rojas, Carlos
dc.creatorBarragán Maldonado, César Daniel
dc.date.accessioned2020-06-20T16:58:14Z
dc.date.available2020-06-20T16:58:14Z
dc.date.created2020-06-20T16:58:14Z
dc.date.issued2020
dc.identifierhttp://hdl.handle.net/20.500.12209/11938
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierreponame: Repositorio Institucional UPN
dc.identifierrepourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractEste estudio de investigación tiene como objetivo identificar y describir la relación entre las prácticas de los docentes de inglés como lengua extranjera y sus creencias hacia la metodología de enseñanza en el primer y tercer nivel de inglés en el instituto American School Way, teniendo en cuenta el efecto de estas creencias en las clases de inglés como lengua extranjera con respecto al manejo del tiempo, uso de recursos y estrategias de enseñanza en las clases de acuerdo con el nivel asignado. El investigador recurre a literatura relevante para desarrollar un marco teórico que incluye inglés como lengua extranjera, metodología de enseñanza de inglés, prácticas de los docentes y creencias. También se basa en datos recopilados a través de un cuestionario adaptado, una entrevista semiestructurada y algunas observaciones en el aula a los seis maestros participantes. Los resultados mostraron que el nivel de los estudiantes no desempeñaba un papel relevante en la práctica de los maestros. Cada maestro participante era un mundo de enseñanza completamente interesante con algunas creencias que coincidían con sus prácticas y otras que diferían de las mismas.
dc.languageeng
dc.publisherUniversidad Pedagógica Nacional
dc.publisherMaestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francés
dc.publisherFacultad de Humanidades
dc.relationAbbott, M. (2002). Using Music to Promote L2 Learning Among Adult Learners. TESOL Journal, 11(1), 10-17.
dc.relationAbdallah, M. (2015). Situated Language Learning: Concept, Significance and Forms . (pp. 1-9). Egypt: Assiut University.
dc.relationAmerican School Way. (2017). Proyecto Educativo Institucional: Instituto Americano Para El Trabajo y El Desarrollo. Bogotá.
dc.relationAmuzie, G. L., & Winke, P. (2009). Changes in language learning beliefs as a result of study abroad. System, 37(3), 366-379.
dc.relationAssalahi, H. (2013). Why Is the Grammar-translation Method Still Alive in the Arab World? Teachers‟ Beliefs and Its implications for EFL Teacher Education. Theory and Practice in Language Studies, 589-599.
dc.relationBarab, S., & Duffy, T. (2012). From Practice Fields to Communities of Practice. In D. Jonassen, & S. Land, Theoretical Foundations of Learning Environments (pp. 29-65). New York: Routledge.
dc.relationBorg, S. (2011). The impact of in-service education on language teachers’ beliefs. System 39, 370-380.
dc.relationBritish Council. (2008, May 9). Teachin English. Retrieved from Approach: https://www.teachingenglish.org.uk/article/approach
dc.relationBritish Council. (2015, June 11). Teaching English. Retrieved from Learning Aptitude: https://www.teachingenglish.org.uk/article/language-aptitude
dc.relationBritish Council. (2015, June 11). Teaching English. Retrieved from Methodology: https://www.teachingenglish.org.uk/article/methodology
dc.relationBrown, B. (1969). Congruity of Student Teachers' Beliefs and Practices With Dewey's Philosophy. The Educational Forum, 33(2), 163-168.
dc.relationBurns, A. (2003). Definitions and processes. Cambridge: Cambridge University Press.
dc.relationÇakir, I. (2006). The Use of Video as an Audio-Visual Material in Foreign Language Teaching Classroom. The Turkish Online Journal of Educational Technology, 5(4), 67-72.
dc.relationCambridge. (n.d.). Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/us/
dc.relationCampbell, K. (1996, Septiembre 4). The Christian Science Monitor. Retrieved from The World Rushes To Speak and Write 'American' English.
dc.relationChan, V. (2003). Autonomous Language Learning: The teachers' perspectives. Teaching in Higher Education, 8(1), 33-54.
dc.relationCohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. New York: Routledge.
dc.relationCohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A Guide to Teaching Practice. New York: Routledge.
dc.relationCollins. (n.d.). Collins Dictionary. Retrieved from https://www.collinsdictionary.com/
dc.relationCorbett, J. (2003). An Intercultural Approach to English Language Teaching. Clevedon: Croomwell Press.
dc.relationCorbin, J., & Strauss, A. (1990). Grounded Theory Research: Procedures,Canons, and Evaluative Criteria. Qualitative Sociology, 1-21.
dc.relationCreswell, J. (2003). Research Design: Qualitative, Quantitative and Mixed Approaches. California: SAGE.
dc.relationDiaz Larenas, C., Alarcón Hernández, P., & Ortiz Navarrete, M. (2012). The English Teacher: His Beliefs about English Language Assessment at Primary, Secondary and Tertiary Levels. Íkala, 15-26.
dc.relationDiaz Larenas, C., Alarcón Hernandez, P., & Ortiz Navarrete, M. (2015). A Case Study on EFL Teachers’ Beliefs About the Teaching and Learning of English in Public Education. Porta Linguarum(23), 171-186.
dc.relationDinçer, A., & Yeşilyurt, S. (2013). Pre-Service English Teachers’ Beliefs on Speaking Skill Based on Motivational Orientations. English Language Teaching, 6(7), 88-95.
dc.relationEisenhart, M., Shrum, J., Harding, J., & Cuthbert, A. (1988). Teacher Beliefs: Definitions, Findings, and Directions. Educational Policy, 2(1), 51-70.
dc.relationEngh, D. (2013). Why Use Music in English Language Learning? A Survey of the Literature. English Language Teaching, 6(2), 113-127.
dc.relationEstes, C. (2004). Promoting Student-Centered Learning in Experiential Education. Journal of Experiential Education, 27(2), 141-160.
dc.relationFarrell, T., & Lim, P. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. Teaching English As A Second Or Foreign Language, 9(2), 1-13.
dc.relationFinlay, S. (2018). Academic and Personal Impact of Peer Tutoring on the Peer Tutor. In C. Denman, & R. Al-Mahrooqi, Handbook of Research on Curriculum Reform Initiatives in English Education (pp. 234-248). Hershey: IGI Global.
dc.relationFreeman, D. (1998). Doing Teacher Research: From Inquiry to Understanding. Michigan: Heinle and Heinle Publishers.
dc.relationFuruhata, H. (1999). Traditional, Natural and TPR Approaches to ESL: A Study of Japanese Students. Language, Culture and Curriculum , 128-142.
dc.relationGao, Y. (2014). Language Teacher Beliefs and Practices: A Historical Review. Journal of English as an International Language, 9, 40-56.
dc.relationGarcía Chamorro, M., & Rey, L. (2013). Teachers’ Beliefs and the Integration of Technology in the EFL Class. HOW, 20, 51-72.
dc.relationGass, S., & Selinker, L. (2001). Second language acquisition: an introductory course. New Jersey: Routledge.
dc.relationGaudart, H. (1999). Games as Teaching Tools for Teaching English to Speakers of Other Languages. Simulation & Gaming, 30(3).
dc.relationGoodenough, W. (1963). Cooperation in change: an anthropological approach to community development. New York: Sage.
dc.relationGoverment Of Alberta. (2011). Alberta’s Framework for Student Learning. Alberta: Crown in Right of Alberta.
dc.relationGraden, E. (1996). believed that reading proficiency is facilitated by providing students with frequent opportunities for reading practice. Foreign Language Annals, 29(3), 387.395.
dc.relationGraham, S., Santos, D., & Francis-Brophy, E. (2014). Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40, 44-60.
dc.relationGreen, T. (1971). The Activities of Teaching. New York: Mcgraw-Hill.
dc.relationGuba, E., & Lincoln, Y. (1989). What is This Constructivist Paradigm Anyway? In E. Guba, & Y. Lincoln, Fourth Generation Evaluation (pp. 79-90). London: SAGE.
dc.relationGunderson, L., D'Silva, A., & Murphy, D. (2009). ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice. New York: Routledge.
dc.relationHancock, B. (2002). Trent Focus for Research and Development in Primary Health Care: An Introduction to Qualitative Research. Trent Focus Group.
dc.relationHarden, R., & Crosby, J. (2000). AMEE Guide No 20: The good teacher is more than a lecturer: the twelve roles of the teacher. Medical Teacher, 22(4), 334-347.
dc.relationHarmer, J. (2001). The Practice Of English Language Teaching. Essex: Pearson Education ESL.
dc.relationHorwitz, E. (1988). The Beliefs about Language Learning of Beginning University Foreign Language Students. The Modern Language Journal, 283-294.
dc.relationHromek, R., & Roffey, S. (2009). Promoting Social and Emotional Learning With Games “It’s Fun and We Learn Things”. Simulation & Gaming, 40(5), 626-644.
dc.relationHunter, M., & Thurber, H. (2018). Interactive Learning Environments: A Three-Tiered Model Toward Digital Fluency. Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments, 365-383.
dc.relationIBM. (2018, July 07). IBM SPSS software. Retrieved from https://www.ibm.com/analytics/spss-statistics-software
dc.relationIncikabi, L., & Kacar, A. (2017). Analyzing Prospective Mathematics Teachers' Development of Teaching Practices in Mathematics: A Lesson Study Approach. In J. Keengwe, Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development (pp. 206-225). Hershey: IGI Global.
dc.relationInvestopedia. (2018, February 27). Tools For Fundamental Analysis. Retrieved from Pearson coefficient: https://www.investopedia.com/terms/p/pearsoncoefficient.asp
dc.relationJohnson, B., & Christensen, L. (2004). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Virginia: Allyn and Bacon.
dc.relationJohnson, K. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108.
dc.relationJohnson, K. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452.
dc.relationJohnson, P. (2009). The 21st Century Skills Movement. Educational Leadership, 67(11), 11-12.
dc.relationKao, T.-a., & Oxford, R. (2013). Learning language through music: A strategy for building inspiration and motivationq. System, 43, 114-120.
dc.relationKivunja, C., & Kuyini, A. B. (2017). Understanding and Applying Research Paradigms in Educational Contexts. International Journal of Higher Education, 6(5), 26-41.
dc.relationKrashen, S. (1976). Formal and Informal Linguistic Environments in Language Acquisition and Language Learning. TESOL Quarterly, 10(2), 157-168.
dc.relationLamb, S., Maire, Q., & Doecke, E. (2017). Key Skills for the 21st Century: An Evidence-Based Review. New South Wales: Education: Future Frontiers.
dc.relationLarsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. New York: Oxford University Press.
dc.relationLeón Manjarres, C. (2006). Importancia del dominio del idioma inglés en el desmpeño del profesional en áreas administrativas, contables y económicas de Bogotá. Bogotá: Universidad de San Buenaventura.
dc.relationLiao, P. (2006). EFL Learners’ Beliefs about and Strategy Use of Translation in English Learning. RELC Journal, 191-215.
dc.relationLickona, T. (1997). The Teacher's Role in Character Education. Journal of Education, 179(2), 63-80.
dc.relationMackenzie, N., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues In Educational Research, 193-205.
dc.relationMakovec, D. (2018). The teacher's role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33-45.
dc.relationMarsh, D. (2002). Content and Language Integrated Learning: The European Dimension-Actions, Trends and Foresight Potential. Jyväskylän Iliopisto.
dc.relationMarshall, C., & Rossman, G. (1999). Designing Qualitative Research. Thousand Oaks: SAGE.
dc.relationMcDonald, F. (1976). The Effects of Teaching Performance On Pupil Learning. Journal of Teacher Education, 27(4), 317-319.
dc.relationMcLellan, H. (1996). Situated Learning Perspectives. New Jersey: Educational Technology.
dc.relationMendes, E. (2003). What Empathy Can Do. Educational Leadership, 61(1), 56-59.
dc.relationMerriam, S. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass.
dc.relationMerriam-Webster. (2008, October 10). Merriam-Webster Online Dictionary. Retrieved from https://www.merriam-webster.com/dictionary/empathy#note-1
dc.relationMinisterio de Educación Nacional. (2006). Serie Guías 22. Estándares básicos de competencias en lenguas extranjeras: inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Bogotá.
dc.relationMori, Y. (2008). Epistemological Beliefs and Language Learning Beliefs: What Do Language Learners Believe About Their Learning? Language Learning, 49(3), 377-415.
dc.relationMuñoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers’ Beliefs About Assessment in an EFL Context in Colombia. PROFILE, 143-158.
dc.relationNg, E., & Farrell, T. (2003). Do Teachers' Beliefs of Grammar Teaching Match their Classroom Practices? A Singapore Case Study. In D. Deterding, L. Ling, & A. Brown, English in Singapore: Research on Grammar (pp. 128-137). Singapore: McGraw Hill.
dc.relationOECD. (2014). PISA 2012 Results: Creative Problem Solving: Students’ Skills in Tackling Real-Life Problems. OECD Publishing.
dc.relationOrganisation for Economic Co-operation and Development. (2009). Creating effective teaching and learning environments: first results from TALIS. París: UNESCO.
dc.relationOrmeño, V., & Rosas, M. (2015). Creencias acerca del aprendizaje de una lengua extranjera en un programa de formación inicial de profesores de inglés en Chile. Colombian Applied Linguistics Journal (CALJ), 17(2), 207-228.
dc.relationOwen, L. (2015, November 11). Edutopia. Retrieved from Empathy in the Classroom: Why Should I Care?: https://www.edutopia.org/blog/empathy-classroom-why-should-i-care-lauren-owen
dc.relationOxford, R. (2006). Language learning styles and strategies: Concepts and relationships. International Review of Applied Linguistics in Language Teaching, 41(4), 271-278.
dc.relationPatton, M. (2002). Qualitative Research and Evaluation Methods. Minnesota: SAGE.
dc.relationPeacock, M. (2001). Pre-service ESL teachers' beliefs about second language learning: a longitudinal study. System, 29(2), 177-195.
dc.relationQuik, M., Unrau, N., Ragusa, G., Rueda, R., & Lim, H. (2010). Teacher Beliefs About Reading Motivation and Their Enactment in Classrooms: The Development of a Survey Questionnaire. Reading Psychology, 93-120.
dc.relationRichards, J., & Rodgers, T. (1999). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
dc.relationRichardson, V., & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559-586.
dc.relationRichardson, V., Anders, P., & Tidwell, D. (1991). The Relationship between Teachers' Beliefs and Practices in Reading Comprehension Instruction. American Educational Research Journal, 28(3), 559-586.
dc.relationRivers, W. (1981). Teaching Foreign-Language Skills. Chicago: The University of Chicago Press.
dc.relationRouhani, A. (2008). An Investigation into Emotional Intelligence, Foreign Language Anxiety and Empathy through a Cognitive-Affective Course in an EFL Context. Linguistik online, 34(2), 41-57.
dc.relationSagor, R. (2000). Guiding School Improvement with Action Research. Virginia: ASCD.
dc.relationSasaki, M. (1993). Relationships Among Second Language Proficiency, Foreign Language Aptitude, and Intelligence: A Structural Equation Modeling Approach. Language Learning: A Journal of Research in Language Studies, 43(3), 313-344.
dc.relationSakui, K., & Gaies, S. (1999). Investigating Japanese learners' beliefs about language learning. System, 27(4), 473-492.
dc.relationScheerens, J., & Bosker, R. (1999). The Foundations of Educational Effectiveness. International Review of Education volume , 45, 113-120.
dc.relationSornson, B. (2014, June 23). Corwin Connect. Retrieved from Developing Empathy in the Classroom: https://corwin-connect.com/2014/06/developing-empathy-classroom/
dc.relationStansfield, C. (1989). Language Aptitude Reconsidered. ERIC Digest.
dc.relationStrauss, A., & Corbin, J. (1990). Selective Coding. In A. Strauss, & J. Corbin, Basics of Qualitative Research: Grounded Theory, Procedures and Techniques (pp. 116-142). London: SAGE.
dc.relationTomlinson, B., & Masuhara, H. (2009). Playing to Learn: A Review of Physical Games in Second Language Acquisition. Simulation & Gaming, 40(5), 645-668.
dc.relationUCLA. (2017, February 24). Institute for Digital Research & Education. Retrieved from What Does Cronbach's Alpha Mean?: https://stats.idre.ucla.edu/spss/faq/what-does-cronbachs-alpha-mean/
dc.relationUsma, J. (2009). Globalization and Language and Education Reform in Colombia: A Critical Outlook. Íkala, 14(22), 19-42.
dc.relationWang, M., Haertel, G., & Herbert, W. (1993). Toward a Knowledge Base for School Learning. Review of Educational Research, 63(3), 249-294.
dc.relationWen, Z., Biedroń, A., & Skehan, P. (2017). Foreign Language Aptitude Theory: Yesterday, Today and Tomorrow. Language Teaching, 50(1), 1-31.
dc.relationWestwood, P. (2008). What teachers need to know about teaching methods. Victoria: Acer Press.
dc.relationWhite, M. J., & Bruning, R. (2005). Implicit writing beliefs and their relation to writing quality. Contemporary Educational Psychology, 30(2), 166-189.
dc.relationWilson, E., Konopak, B., & Readence, J. (1992). xamining content area reading beliefs, decisions, and instruction: A case study of an English teacher. In C. Kinzer, & D. Leu, Literacy Research, Theory, and Practice: Views from Many Perspectives. Forty-First Yearbook of the National Reading Conference. (pp. 475-482). Chicago: National Reading Conference.
dc.relationWright, W. (2010). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia: Caslon Publishing.
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsAcceso abierto
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacional
dc.sourceinstname:Universidad Pedagógica Nacional
dc.subjectCreencias
dc.subjectPráctica docente
dc.subjectEnseñanza de inglés como lengua extranjera
dc.titleTeachers’ beliefs and practices towards English language methodology & complementing teaching profiles and the 21st century skills.
dc.typeinfo:eu-repo/semantics/bachelorThesis


Este ítem pertenece a la siguiente institución