Trabajo de grado - Maestría
Reconstructing teachers’ discourse to build inclusive interactions using positive discourse analysis and formative intervention
Autor
Barreto Garavito, Keila Margarita
Institución
Resumen
Discourse embodies significant tools that contribute to transform social practices, building critical interactions, and having voice in daily issues. Consequently, inadequate uses of discourse might lead to perpetuation of violence and end in ratifying negative issues such as violence, racism, bullying or segregation. In educational settings, teachers are not always aware of the potential impact of their discourse, adopting forms of communication that bring about negative effects such as marginalization or exclusion of students. Thus, we should know about the power of discourse in educational and social settings to positively build societies instead of using power to discriminate or perpetuate violence. This qualitative study is grounded on activity theory in order to inform about the effects of PDA in a formative intervention program to mobilize processes of inclusion for all in EFL classes. The research involved an English teacher from a public school in Monteria. Results from this study were divided into two main moments: initial results of the participant’s activity system and some changes in her activity system after the formative interventions with PDA. Initial findings showed some need concerning Maria’s initial discourse and contradictions in her activity system. It also showed how formative interventions helped Maria reconstruct some aspects of her discourse, particularly in the AT elements object, subject and mediating artifacts to build more inclusive interactions with the learners. Findings from the study suggest that formative interventions serve as community building strategies for teachers and researchers to collaboratively build on their teaching needs. Introduction 1 Theoretical Framework 6 Conceptual Framework 6 Literature Review 19 Methods 34 Research Design 34 Research Design 34 Context and Participants 38 Professional Development Program 39 Data Collection 41 Data Analysis 43 Ethical Issues 45 Research calendar 45 Findings 46 Teacher’s Initial Discourse 47 Some reconstructions in teacher’s discourse 69 Discussion 86 Conclusions 93 References 96 Appendix 107 Recordatorio: Mi programa en realidad no es maestría en educación, sino Maestría en enseñanza del inglés (que no sale en las opciones a seleccionar). Agradezco realizar la corrección Maestría Magíster en Enseñanza del Inglés Trabajos de Investigación y/o Extensión