Teacher Voice: how is it shaped?

dc.contributor.authorBecerra Camargo, Claudia Yolandaspa
dc.date2005-01-01
dc.date.accessioned2019-09-19T21:23:20Z
dc.date.available2019-09-19T21:23:20Z
dc.descriptionThis article aims at being an invitation for the readers to reflect upon the way in which our voices as teachers are shaped. My own reflective process geared me towards the characterization of three key issues which –from my personal and professional experience- shape teacher voice. They are: the political relations of power, the curricular choices we make and their implications, and the government policies. Grounded on some Critical Pedagogy scholars, I define first, Critical pedagogy from my personal stand. Second, I present the definition of teacher voice, from different perspectives, including mine. Third, I describe and illustrate each of the three central features that may shape our voices as teachers and finally, I state some conclusions and pedagogical implications.en-US
dc.formatapplication/pdf
dc.formattext/html
dc.identifierhttps://revistas.udistrital.edu.co/index.php/calj/article/view/164
dc.identifier10.14483/22487085.164
dc.identifier.urihttp://hdl.handle.net/11349/17998
dc.languageeng
dc.publisherUniversidad Distrital Francisco José de Caldasen-US
dc.relationhttps://revistas.udistrital.edu.co/index.php/calj/article/view/164/264
dc.relationhttps://revistas.udistrital.edu.co/index.php/calj/article/view/164/265
dc.sourceColombian appl. linguist. J.; No 7 (2005); 43-52es-ES
dc.sourceColombian Applied Linguistics Journal; No 7 (2005); 43-52en-US
dc.source2248-7085
dc.source0123-4641
dc.subjectReflective Teachingen-US
dc.subjectCritical Pedagogyen-US
dc.subjectTeacher Voiceen-US
dc.subjectPower Relationships at school.en-US
dc.titleTeacher Voice: how is it shaped?en-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typeArtículo revisado por pareses-ES
dc.typePeer-reviewes Articleen-US
dc.type.coarhttp://purl.org/coar/resource_type/c_6501

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