An English Language and Methodology Course for Training Content Areas Teachers

dc.contributorGiraldo Aristizábal, Frank
dc.creatorSabogal Patiño, Francisco Javier
dc.date2022-12-03T17:51:28Z
dc.date2022-12-03T17:51:28Z
dc.date2022-12-02
dc.date.accessioned2023-09-06T18:29:14Z
dc.date.available2023-09-06T18:29:14Z
dc.identifierhttps://repositorio.ucaldas.edu.co/handle/ucaldas/18208
dc.identifierUniversidad de Caldas
dc.identifierRepositorio Institucional Universidad de Caldas
dc.identifierhttps://repositorio.ucaldas.edu.co/
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8698121
dc.descriptionIlustraciones, gráficas
dc.descriptionspa:Este estudio describe el impacto de un curso de lengua y metodología en el desarrollo profesional y el dominio del idioma de los profesores de contenido. Esta investigación fue un estudio de investigación acción cualitativa que tomó diez maestros de áreas de contenido de una escuela primaria privada. Los instrumentos de recolección de datos utilizados en este estudio de investigación fueron un diario del maestro, una encuesta, un formulario de observación de pares, una entrevista y una prueba de diagnóstico. Estos instrumentos sugirieron que los docentes podrían aprovechar las oportunidades de desarrollo profesional para ser parte de un contexto de educación bilingüe. Se implementaron seis talleres para practicar el lenguaje instruccional, un área de contenido y la inserción de la metodología Instrucción Basada en Contenido (IBC). Estos talleres ayudaron a los participantes a mejorar sus habilidades de comunicación en inglés y adoptar estrategias de instrucción basada en contenido (IBC) para implementar en sus clases. Los datos fueron recolectados con los mismos instrumentos en la etapa de acción, excepto la entrevista, y al final se aplicó una prueba de salida. Los hallazgos y conclusiones revelaron que los participantes lograron mejorar en sus cuatro habilidades, aunque hubo algunos docentes que tuvieron dificultades; sin embargo, en general, lograron superar los resultados obtenidos en la prueba diagnóstica. De la misma manera, la efectividad del IBC se evidencia no solo en la competencia de los docentes, sino también en su desarrollo profesional, debido a que pudieron practicar y utilizar nuevas metodologías en sus clases de contenido.
dc.descriptioneng:This study describes the impact of a language and methodology course on content teachers' professional development and language proficiency. This research was a qualitative action research study that took ten content areas teachers from a private elementary school. The data collection instruments used in this research study were a teacher's diary, a survey, a peer observation form, an interview, and a diagnostic test. These instruments suggested that teachers could make use of professional development opportunities in order to be part of a bilingual education context. Six workshops were implemented to practice the instructional language, a content area and the insertion of the Content- based Instruction (CBI) methodology. These workshops helped participants improve their English communication skills and adopt Content-Based Instruction (CBI) strategies to implement in their classes. Data was collected with the same instruments in the action stage, except for the interview., and at the end, an exit test was applied. The findings and conclusions revealed that the participants managed to improve in their four skills, although there were some teachers who had difficulties; however, in general, they managed to exceed the results obtained in the diagnostic test. In the same way, the effectiveness of the CBI is evident not only in the proficiency of teachers but also in their professional development due to the fact that they could practice and use new methodologies in their content classes.
dc.description1. Research problema / 1.1 Purpose of the research / 1.2 Description of the context / 1.3 Description of the problem / 1.4 Research Questions and Objectives / 2. Literature Review / 2.1 Theoretical Framework / Content-based Instruction Definition / Principles of Content-based Instruction / Content-based Instruction Methodology / CBI Models / Professional Development / 2.2 Related Studies / Synthesis of the Literature / 3. Research Methodology / 3.1 Type of Study / 3.2 Participants / 3.3 Instruments / 4. Research Stages / 4.1 Diagnostic Stage / Diagnostic Stage / Instruments used in the diagnostic stage / School Administrators’ Directors’ Survey / Class Observation / Teachers’ Interview / Pre-test / Administrators’ Survey / Class Observation / Interview / Pre-test (Diagnostic Test) / Summary of Results and Problem Statement / 4.2 Instructional Design / 4.3 Action Stage/ 4.4 Evaluation Stage / 5. Findings / Overcoming the restriction in speech confidence / Impact of CBI on teachers’ language performance / Teachers’ perceptions about the effectiveness of CBI / Effectiveness of CBI in the workshops / Impact of CBI on teachers’ professional development / 6. Conclusions and Pedagogical Limitations / Limitations / Conclusions / Recommendations for further research / References / Appendixes
dc.descriptionMaestría
dc.descriptionMagister en Didáctica del Inglés - Manizales
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dc.languageeng
dc.languagespa
dc.publisherFacultad de Artes y Humanidades
dc.publisherManizales
dc.publisherMaestría en Didáctica del Inglés - Manizales
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dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subjectCBI methodology
dc.subjectLanguage proficiency
dc.subjectProfessional development
dc.subjectPedagogy
dc.subjectEducational sciences
dc.titleAn English Language and Methodology Course for Training Content Areas Teachers
dc.typeTrabajo de grado - Maestría
dc.typehttp://purl.org/coar/resource_type/c_bdcc
dc.typeText
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typeinfo:eu-repo/semantics/publishedVersion


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