Eventos narrativos, comunidades y arquitecturas de práctica docente. Formación inicial de profesores de inglés y francés

Vista sencilla de ítem
dc.contributor.authorRodríguez Uribe, Magda
dc.contributor.authorCastañeda Peña, Harold
dc.contributor.authorSalazar Sierra, Adriana
dc.contributor.authorChala-Bejarano, Pedro Antonio
dc.contributor.orcidRodríguez Uribe, Magda [0000-0003-4291-2270]
dc.contributor.orcidCastañeda Peña, Harold [0000-0002-6828-8712]
dc.contributor.orcidSalazar Sierra, Adriana [0000-0001-6187-1449]
dc.contributor.orcidChala-Bejarano, Pedro Antonio [0000-0002-7724-4578]
dc.date.accessioned2023-10-17T19:10:45Z
dc.date.available2023-10-17T19:10:45Z
dc.date.created2016-11
dc.descriptionUn aspecto debe destacarse de este libro, es que construye espacios epistémicos en los cuales la acción del docente de docentes se ve claramente como una instancia de emancipación. Al abordar aspectos lingüísticos, sociales, cognitivo-emocionales y pedagógicos, no deja nada al azar, ni a la interpretación sui generis. En cambio, nos provee de una base rigurosa conceptual que nos permite, en tanto lectores, hacernos cargo de nuestro posicionamiento sociocultural, a la vez que nos interroga, en tanto profesionales y miembros de comunidades similares, respecto a la ontología de nuestra práctica y la epistemología de nuestros esfuerzos. Del prólogo de Gabriel Díaz Maggiolispa
dc.description.abstractOne aspect that should be highlighted about this book is that it constructs epistemic spaces in which the action of the teacher of teachers is clearly seen as an instance of emancipation. By addressing linguistic, social, cognitive-emotional and pedagogical aspects, it leaves nothing to chance, nor to sui generis interpretation. Instead, it provides us with a rigorous conceptual basis that allows us, as readers, to take charge of our sociocultural positioning, while questioning us, as professionals and members of similar communities, regarding the ontology of our practice and the epistemology of our efforts. From the prologue by Gabriel Díaz Maggiolispa
dc.description.cityBogotáspa
dc.format.mimetypepdfspa
dc.identifier.editorialUniversidad Distrital Francisco José de Caldas. Centro de Investigación y Desarrollo Científicospa
dc.identifier.isbn978-958-8972-59-6spa
dc.identifier.urihttp://hdl.handle.net/11349/32464
dc.relation.ispartofseriesDidácticaspa
dc.relation.referencesArboleda, A. y Castro, A. (2012). The Accented EFL Teacher: Classroom Implications, PROFILE Issues in Teachers’ Professional Development, 14(2), 45-62.spa
dc.relation.referencesAriza, A. y Viáfara, J. J. (2009). Interweaving autonomous learning and peer tutoring in coaching EFL student-teachers, PROFILE Issues in Teachers’ Professional Development, 11(2), 85-104.spa
dc.relation.referencesBarnes, A. (2002). Maintaining language skills in pre-service training for foreign language teachers. En H. Trappes-Lomax y G. Ferguson (eds.), Language in Language Teacher Education (199-218). Ámsterdam: John Benjamins Publishing.spa
dc.relation.referencesBaxter, J. (2003). Positioning Gender in Discourse: a feminist methodology. Nueva York: Palgrave Macmillan.spa
dc.relation.referencesBech, J. A. (2011). Los modelos de comunicación y los límites del estructuralismo, Derecho a Comunicar, 1(2), 13-45.spa
dc.relation.referencesBenson, P. (2001). Teaching and researching autonomy in language learning. Londres: Longman.spa
dc.relation.referencesBenson, P. (2009). Making sense of autonomy in language learning. En R. Pemberton, S. Toogood y A. Barfield (eds.), Maintaining control: Autonomy and language learning (pp. 13-26). Hong Kong: Hong Kong University Press.spa
dc.relation.referencesBorg, S. (2006). The distinctive characteristics of foreign language teachers, Language Teaching Research, 10(1), 3-31spa
dc.relation.referencesBorg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-38spa
dc.relation.referencesBozal, R. G., Gil-Olarte Márquez, P., Mestre Navas, J. M. y Núñez Vázquez, I. (2006). Inteligencia emocional y adaptación socioescolar. Revista Electrónica de Motivación y Emoción, XX(22) (s. p)spa
dc.relation.referencesBraine, G. (2010). Nonnative Speaker English Teachers. Research, Pedagogy, and Professional Growth. Nueva York: Rouspa
dc.relation.referencesBroad, M. L. (1997). Transfer concepts and research overview. En M. L. Broad (ed.), Transferring learning to the workplace (pp. 1-18). Alexandria: American Society for Training and Development.spa
dc.relation.referencesBrown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Nueva York: Pearson Longman.spa
dc.relation.referencesBrown, H. D. (2007). Principles of Language Learning and Teaching. White Plains, NY: Addison Wesley Longman.spa
dc.relation.referencesBruner, J. (1990). Actos de significado: más allá de la revolución cognitiva. Madrid: Alianza.spa
dc.relation.referencesBruner, J. S. y Sherwood, V. (1975). Pekaboo and the learning of rule structures. En J. S. Bruner, A. Jolly y K. Sylva (eds.), Play: Its role in development and evolution (pp. 277-285). Harmondsworth: Penguin Books.spa
dc.relation.referencesBurns, A. y Richards, J. C. (2009). The Cambridge Guide to Second Language Teacher Education. Nueva York: Cambridge University Press.spa
dc.relation.referencesCamargo, C. (2003). Voices of student-teachers about their experiences in learning to teach. Disertación de maestría. Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.spa
dc.relation.referencesCanagarajah, A. S. (1999). Interrogating the “Native Speaker Fallacy”: Non-Linguistic Roots, Non-Pedagogical Results. En G. Braine (ed.), Non-native Educators in English Language Teaching (pp. 77-92). Nueva York: Routledge.spa
dc.relation.referencesCárdenas, A. y Suárez, J. M. (2009). Pre-service teachers’ knowledge base at La Salle University, HOW, 16, 113-130.spa
dc.relation.referencesCárdenas, M. L. (2003). Teacher researchers as writers: a way to sharing findings. Colombian Applied Linguistics Journal, 5(1), 49-64.spa
dc.relation.referencesCárdenas, M. L. (2004). Las investigaciones de los docentes de inglés en un programa de formación permanente. Íkala. Revista de lenguaje y cultura, 9(15), 105-137.spa
dc.relation.referencesCárdenas, M. L., González, A. y Álvarez, J. A. (2010). El desarrollo profesional de los docentes de inglés en ejercicio: algunas consideraciones conceptuales para Colombia. Folios, 31, 49-68.spa
dc.relation.referencesCárdenas, R. (2009). Tendencias globales y locales en la formación de docentes de lenguas extranjeras. Íkala. Revista de lenguaje y cultura, 14(22), 71-106.spa
dc.relation.referencesCastañeda-Peña, H. (1997). Disentimiento: la condición postmoderna del discurso, Folios, 7, 5-13.spa
dc.relation.referencesCastañeda-Peña, H., González, L., Marciales, G., Barbosa, J. y Barbosa, J. (2010). Recolectores, verificadores y reflexivos: perfiles de la competencia informacional en estudiantes universitarios de primer semestre, Revista Interamericana de Bibliotecología, 33(1), 187-209.spa
dc.relation.referencesChambers, N. y Jurafsky, D. (2008). Unsupervised learning of narrative events chains. Proceedings of ACL 08: HLT, Association for Computational Linguistics, 789-797.spa
dc.relation.referencesChaves, O. (2008). Formación pedagógica: la Práctica Docente en la Licenciatura en Lenguas Modernas de la Universidad del Valle, Lenguaje, 36(1), 199-240.spa
dc.relation.referencesChemwei, B. y Somba, A. M. (2014). Teacher-student perspectives and experiences with the use of cooperative learning in poetry classroom settings, International Journal of Current Research, 6(4), 6141-6145.spa
dc.relation.referencesComité Asesor de Carrera. (2004). Licenciatura en Lenguas Modernas: Documento de Currículo. Bogotá: Pontificia Universidad Javeriana.spa
dc.relation.referencesContu, A. y Willmott, H. (2003). Re-Embedding Situatedness: The Importance of Power Relations in Learning Theory, Organization Science, 14(3), 283-296.spa
dc.relation.referencesCoordinación de Práctica Docente. (2009). Observation Record Sheet. Bogotá: Pontificia Universidad Javeriana. Manuscritospa
dc.relation.referencesCortés, L., Cárdenas, M. L. y Nieto, M. C. (2013). Competencias del profesor de lenguas extranjeras: creencias de la comunidad educativa. Bogotá: Universidad Nacional de Colombia.spa
dc.relation.referencesCouncil of Europe. (2001). Common European Framework of Reference for Languages: learning, teaching, and assessment. Recuperado de http://www.coe. int/t/dg4/linguistic/source/framework_en.pdfspa
dc.relation.referencesDarling-Hammond, L. y Baratz-Snowden, J. (Eds.) (2005). A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers our Children Deserve. San Francisco: Jossey-Bass-A Wiley Imprint.spa
dc.relation.referencesDarling-Hammond, L. y Lieberman, A. (2012). Teacher Education around the World: What can we Learn from International Practice? En L. Darling-Hammond y A. Lieberman (eds.), Teacher Education around the World: Changing Policies and Practices (pp. 151-169). Nueva York: Routledge.spa
dc.relation.referencesDavies, A. (2002). The social component of language teacher education. En H. Trappes-Lomax y G. Ferguson (eds.), Language in Language Teacher Education (pp. 49-65). Ámsterdam: John Benjamins Publishing.spa
dc.relation.referencesDavies, B. y Harré, R. (2001). Positioning: The Discursive Production of the Selves. En M. Wetherell, M. Taylor y S. Yates (eds.), Discourse Theory and Practice: A Reader (pp. 261-271). Londres: Sage Publications en asocio con The Open University.spa
dc.relation.referencesDe Sonneville, J. (2007). Acknowledgement as a key to teacher learning, ELT Journal, 61(1), 55-62.spa
dc.relation.referencesDerin, A. (2008). Teacher research for professional development, ELT Journal, 62(2), 139-147.spa
dc.relation.referencesDíaz-Maggioli, G. (2012). Teaching Language Teachers: Scaffolding Professional Learning. Lanham: Rowman and Littlefield Publishers.spa
dc.relation.referencesDooly, M. y Masats, D. (2011). Closing the loop between theory and praxis: new models in EFL teaching, ELT Journal, 65(1), 42-51.spa
dc.relation.referencesExtremera, N. y Fernández-Berrocal (2004). La importancia de desarrollar la inteligencia emocional en el profesorado, Revista Iberoamericana de Educación, 33, 1-spa
dc.relation.referencesFairblanks, C. y Meritt, J. (1998). Preservice Teachers’ reflections and the role of context in learning to teach, Teacher Education Quarterly, 25(3), 47-68.spa
dc.relation.referencesFeiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching, Teachers College Record, 103(6), 1013-1055.spa
dc.relation.referencesFerraro, J. M. (2008). Reflective practice and professional development. Recuperado de http://www.ericdigests.org/2001-3/reflective.htmspa
dc.relation.referencesFeuerstein, R. (1990). The theory of structural cognitive modifiability. En B. Presseisen (ed.), Learning and Thinking Styles: Classroom Interaction (pp. 68-134). Washington: National Education Association.spa
dc.relation.referencesFreeman, D. y Johnson, K. (1998). Reconceptualizing the knowledge-base of language teacher education, TESOL Quarterly, 32(3), 397-41spa
dc.relation.referencesFreire, P. (1970). Pedagogy of the Oppressed. Nueva York: Seabury.spa
dc.relation.referencesFreire, P. (2009). Pedagogía de la Autonomía. Sao Paulo: Omegalfa.spa
dc.relation.referencesGao, X. y Chow, A. W. K. (2012). Primary school English teachers’ research engagement, ELT Journal, 66(2), 224-232.spa
dc.relation.referencesGarello, M. y Rinaudo, M. (2013). Autorregulación del aprendizaje, feedback y transferencia de conocimiento. Investigación de diseño con estudiantes universitarios. (Spanish), Revista Electrónica de Investigación Educativa, 15(2), 131-147spa
dc.relation.referencesGilling, B. S. (2011). The Nature of recognition in TEFL Teachers’ lives. PROFILE Issues in Teachers’ Professional Development, 13(1), 75-87.spa
dc.relation.referencesGoleman, D. (1995). La inteligencia emocional. México: Vergara.spa
dc.relation.referencesGolombek, P. (1998). A Study of Language Teachers’ Personal Practical Knowledge, TESOL Quarterly, 32(3), 447-464.spa
dc.relation.referencesGonzález, A. (2003). Who is educating EFL teachers: a qualitative study of in-service in Colombia, Íkala. Revista de lenguaje y cultura, 8(14), 153-172.spa
dc.relation.referencesGonzález, A. y Sierra, N. (2005). The professional development of foreign language teacher educators: another challenge for professional communities. Íkala. Revista de lenguaje y cultura, 10(16), 11-39spa
dc.relation.referencesGonzález, A., Montoya, C. y Sierra, N. (2002). What Do EFL Teachers Seek In Professional Development Programs? Voices From Teachers. Íkala. Revista de lenguaje y cultura, 7, 29-5spa
dc.relation.referencesGrant, C. (2008). Teacher capacity: Introduction to the section. En M. CochranSmith, S. Feiman-Nemser, D. J. McIntyre. y K. Demers (eds.). Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (pp. 127-133). Nueva York y Londres: Routledge/Taylor & Francis Group y The Association of Teacher Educators.spa
dc.relation.referencesGreene, S. y Lidinsky, A. (2008). From Inquiry to Academic Writing. A Text and Reader. Boston y Nueva York: Bedford.spa
dc.relation.referencesGriffin, L. (1993). Narrative, event-structure analysis, and causal interpretation in historical sociology, American Journal of Sociology, 98(5), 1094-1133.spa
dc.relation.referencesGu, Q. (2010). Variations in beliefs and practices: teaching English in cross-cultural contexts, Language and Intercultural Communication, 19(1), 32-53.spa
dc.relation.referencesGün, B. (2011). Quality self-reflection through reflection training, ELT Journal, 65(2), 126-135.spa
dc.relation.referencesHabermas, J. (1929). Conocimiento e interés. Versión castellana de Manuel Jiménez, José F. Ivars y Luis Martín Santos. Madrid: Taurus, 1982.spa
dc.relation.referencesHargreaves, A. y Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Nueva York: Teachers College en asocio con Ontario Principals’ Councilspa
dc.relation.referencesHorwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating language teachers’ feelings of foreign language anxiety, Foreign Language Annals, 29(3), 365-372.spa
dc.relation.referencesInsuasty, E. A. y Zambrano, L. C. (2010). Exploring reflective teaching through informed journal keeping and blog group discussion in the Teaching Practicum, PROFILE Issues in Teachers’ Professional Development, 12(2), 87-105.spa
dc.relation.referencesJerez, R. (2008). Teachers’ attitudes towards reflective teaching: evidences in a professional development program (PDP), PROFILE Issues in Teachers’ Professional Development, 10(1), 91-111.spa
dc.relation.referencesJohnson, D. y Johnson, R. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book.spa
dc.relation.referencesJohnson, K. (2006). The sociocultural turn and its challenges for second language teacher education, TESOL Quarterly, 40(1), 235-257.spa
dc.relation.referencesJohnson, K. y Golombek, P. (2002). Inquiry into experience: Teachers’ personal and professional growth. En K. Johnson y P. Golombek (eds.), Teachers’ Narrative Inquiry as Professional Development (pp. 1-14). Cambridge: Cambridge University Pressspa
dc.relation.referencesKamhi-Stein, L. D. (2009). Teacher Preparation and Nonnative English-Speaking Educators. En A. Burns y J. C. Richards (eds.), The Cambridge Guide to Second Language Teacher Education (pp. 91-101). Cambridge: Cambridge University Pressspa
dc.relation.referencesKanno, Y. y Norton, B. (2003). Imagined Communities and Educational Possibilities: Introduction, Journal of Language, Identity & Education, 2(4), 241-249.spa
dc.relation.referencesKarkaletsi, P. (2010). Reflection in Teacher Education Programmes for Novice EFL Teachers, Research Papers in Language Teaching and Learning, 1(1), 222-241.spa
dc.relation.referencesKaufman, J. C. y Sternberg, R. J. (Eds.) (2006). The International Handbook of Creativity. Cambridge: Cambridge University Press.spa
dc.relation.referencesKemmis, S. (2009). Understanding Professional Practice: A Synoptic Framework. En B. Green (ed.), Understanding and Researching Professional Practice (pp. 19- 38). Róterdam: Sense Publishers.spa
dc.relation.referencesKemmis, S. (2012). Researching educational praxis: spectator and participant perspectives, British Educational Research Journal, 38(6), 885-905.spa
dc.relation.referencesKemmis, S. y Heikkinen, H. L. (2011). Understanding Professional development of Teachers within a Theory of Practice Architectures. Paper presented in the symposium Practice Architectures of teacher Induction at the European Conference on Educational Research ECER, 2011. Freie Universität Berlin, Alemania. Septiembre 15 de 2011.spa
dc.relation.referencesKemmis, S. y Mutton, R. (2012). Education for sustainability (EfS): practice and practice architectures, Environmental Educational Research, 18(2), 187-2spa
dc.relation.referencesKemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. y Bristol, L. (2014). Changing practices, changing education. Singapur: Springer Science & Business Media.spa
dc.relation.referencesKennedy, M. (1999). The role of preservice teacher education. En L. Darling-Hammond y G. Sykes (eds.), Teaching as the Learning Profession: Handbook of Policy and Practice (pp. 54-85). San Francisco, CA: Jossey-Bass, A Wilespa
dc.relation.referencesKumaravadivelu, B. (2005). Understanding Language Teaching: From Method to Post-Method. Londres: Routledge.spa
dc.relation.referencesKumaravadivelu, B. (2012). Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing. Nueva York: Routledge.spa
dc.relation.referencesLabov, W. (1988). La transformación de la experiencia en sintaxis narrativa. Cuadernos de Traducción 1. Cali: Centro de Traducciones de la Universidad del Vallespa
dc.relation.referencesLabov, W. (1997). Some further steps in narrative analysis, Journal of Narrative and Life History, 7(4), 395-415.spa
dc.relation.referencesLave, J. y Wenger. E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge (UK): Cambridge University Press.spa
dc.relation.referencesLee, J. (2009). Teachers’ Sense of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes toward the English Language: A Case of Korean Public Elementary School Teachers. Dissertation presented in partial fulfillment of the requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University.spa
dc.relation.referencesLima, N. y Pessoa, R. (2010). Problematizando o estágio supervisionado de inglês. Revista Brasileira de Lingüística Aplicada, 10(1), 249-269.spa
dc.relation.referencesMarciales, G., Cabra Torres, F., Castañeda-Peña, H., Peña Borrero, L. B., Marcipe, E. y Gualteros, N. (2013). Nativos digitales. Transiciones del formato impreso al digital. Bogotá: Pontificia Universidad Javeriana.spa
dc.relation.referencesMarciales-Vivas, G. P., González-Niño, L., Castañeda-Peña, H., Barbosa-Herrera, J. C. y Barbosa, J. W. (2008). Competencias informacionales en estudiantes universitarios: una reconceptualización, Universitas Psychologica, 7(3), 643-664.spa
dc.relation.referencesMartín-Barbero, J. (2009). Entre saberes desechables y saberes indispensables: agendas de país desde la comunicación. Bogotá: Centro de Competencia en Comunicación para América Latina.spa
dc.relation.referencesMarugán, M., Martín, L., Catalina, J. y Román, J. (2013). Estrategias cognitivas de elaboración y naturaleza de los contenidos en estudiantes universitarios. (Spanish), Psicología Educativa, 19(1), 13-20. Doi: 10.5093/ed2013a3spa
dc.relation.referencesMerriam, S. B. (2009). Qualitative Research. A Guide to Design and Implementation. San Francisco: Jossey-Bass.spa
dc.relation.referencesMiller, J. (2009). Teacher identity. En A. Burns y J. C. Richards (eds.), The Cambridge Guide to Second Language Teacher Education (pp. 172-181). Cambridge: Cambridge University Press.spa
dc.relation.referencesMinisterio de Educación Nacional (2013). Sistema colombiano de formación de educadores y lineamientos de política. Recuperado de http://www.mineducacion.gov.co/1621/articles-345822_ANEXO_19.pdfspa
dc.relation.referencesMinisterio de Educación Nacional (2014). Lineamientos de calidad para las licenciaturas en educación (programas de formación inicial de Maestros). Recuperado de http://www.mineducacion.gov.co/1621/articles-344483_archivo_pdf.pdfspa
dc.relation.referencesMoon, J. (2004). A Handbook of Reflective and Experiential Learning. Theory and Practice. Londres: Routledgefalmer.spa
dc.relation.referencesMoss, G. (2012). “Fortalecimiento a programas de licenciaturas en lenguas extranjeras – inglés”. Fase inicial: línea base. Manuscritspa
dc.relation.referencesMurrell, P. (2000). Community Teachers: A Conceptual Framework for Preparing Exemplary Urban Teachers, The Journal of Negro Education, 69(4), 338-348.spa
dc.relation.referencesMurrell, P. (2001). The Community Teacher: A New Framework for Effective Urban Teaching. Nueva York: Teachers College.spa
dc.relation.referencesNieto, S. (2003). The personal and collective transformation of teachers. En P. Richard-Amato, Making it Happen: from Interactive to Participatory Language Teaching (pp. 480-506). Nueva York: Longman.spa
dc.relation.referencesNorton, B. (2013). Identity and Language Learning: Extending the Conversation. Bristol (UK): Multilingual Matters.spa
dc.relation.referencesO’Neal, G. (2012). Self-assessment and dialogue as tools for apprenticeship, Journal of Social Work Education, 48(1), 159-166.spa
dc.relation.referencesPanadero, E. y Alonso-Tapia, J. (2014). Teorías de autorregulación educativa: una comparación y reflexión teórica. (Spanish), Psicología Educativa, 20(1), 11-22. Doi:10.1016/j.pse.2014.05.002.spa
dc.relation.referencesPavlenko, A. y Norton, B. (2007). Imagined communities, identity and English language learning. En J. Cummins y C. Davison (eds.), International Handbook of English Language Teaching (pp. 669-680). Nueva York: Springer.spa
dc.relation.referencesPerales-Quenza, C. y Vizcaíno-Gutiérrez, M. (2007). Las relaciones entre actitudes y representaciones sociales: elementos para una integración conceptual, Revista Latinoamericana de Psicología, 39(2), 351-361.spa
dc.relation.referencesPhillipson, R. (2011). English: from British Empire to corporate Empire. Sociolinguistic Studies, 5(3), 441-464.spa
dc.relation.referencesPinto, R. (2012). Principios filosóficos y epistemológicos del ser docente. San José, Costa Rica: CECC/SICA. Recuperado de http://www.universidadfutura.org/wp-content/ uploads/2012/10/principios-filosoficos-y-epistemologicos-de-ser-docente.pdfspa
dc.relation.referencesPollard, A. y Tann, S. (1987). Reflective Teaching in the Primary School. A handbook for the Classroom (2.a ed.). Londres: Cassell.spa
dc.relation.referencesPool-Cibrián, W. y Martínez-Guerrero, J. I. (2013). Autoeficacia y uso de estrategias para el aprendizaje autorregulado en estudiantes universitarios. (Spanish), Revista Electrónica de Investigación Educativa, 15(3), 21-37.spa
dc.relation.referencesPorter, M., Larson, D., Harthcock, A. y Kelly, B. (2003). Re(de)fining narrative events, Journal of Popular Film and Television, 30(1), 23-30.spa
dc.relation.referencesPozo, J. et al. (eds.) (2006). Nuevas formas de pensar la enseñanza y el aprendizaje. Las concepciones de profesores y alumnos. Barcelona: Graó.spa
dc.relation.referencesPrada, L. y Zuleta, X. (2005). Tasting teaching flavors: a group of student-teachers’ experience in their practicum, PROFILE Issues in Teachers’ Professional Development, 6, 157-170.spa
dc.relation.referencesRandall, M. y Thornton, B. (2001). Advising and Supporting Teachers. Cambridge: Cambridge University Press.spa
dc.relation.referencesRichards, J. C. (2010). Competence and Performance in Language Teaching, RELC Journal, 41(2), 100-122.spa
dc.relation.referencesRichards, J. C. y Rodgers, T. (2001). Approaches and Methods in Language Teaching (2.a ed.). Cambridge: Cambridge University Press.spa
dc.relation.referencesRichards, J. y Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.spa
dc.relation.referencesRichards, J. y Nunan, D. (1990). Second language teacher education. Cambridge: Cambridge University Press.spa
dc.relation.referencesRichardson, J. (1999). The concepts and methods of phenomenographic research, Review of Educational Research, 69(1), 53-82.spa
dc.relation.referencesRodríguez-Uribe, M. (2009). El guía pedagógico. Bogotá: Pontificia Universidad Javeriana, Facultad de Comunicación y Lenguaje, Licenciatura en Lenguas Modernas, Coordinación de Práctica Docente. Manuscritospa
dc.relation.referencesRodríguez-Uribe, M. (2010). La práctica docente: Licenciatura en Lenguas Modernas – Resumen ejecutivo. Bogotá: Pontificia Universidad Javeriana. Maspa
dc.relation.referencesRyder, J. (2012). Promoting reflective practice in continuing education in France, ELT Journal, 66(2), 175-183.spa
dc.relation.referencesSaldaña, J. (2013). The Coding Manual for Qualitative Researchers (2.a ed.). Londres: Sage.spa
dc.relation.referencesSerna, D. (2005). Teachers’ own identities, concocting a potion to treat the syndrome of doctor Jekill and Edward Hyde in teachers, Íkala. Revista de lenguaje y cultura, 10(16), 43-59.spa
dc.relation.referencesSharkey, J. (2009). Can we praxize second language teacher education? A collective, collaborative challenge, Íkala. Revista de lenguaje y cultura, 14(22), 125-150.spa
dc.relation.referencesSharkey, J. y Clavijo-Olarte, A. (2012). Community-based pedagogies: Projects and possibilities in Colombia and the United States. En A. Honigsfel y A. Cohan (eds.), Breaking the Mold of Education for Culturally and Linguistically Diverse Students: Innovative and Successful Practices for the 21st Century (pp. 129- 138). Maryland: Rowman and Littlefield Education.spa
dc.relation.referencesSilva-Corvalán, C. (1989). Sociolingüística. Madrid: Alhambra.spa
dc.relation.referencesStillwell, C. (2009). The Collaborative development of teacher training skills, ELT Journal, 63(4), 353-362.spa
dc.relation.referencesTarone, E. y Allwright, D. (2010). Second language teacher learning and Student second language learning: Shaping. En D. Tedick (ed.), Second language teacher education: International perspectives (pp. 5-24). Nueva York: Routledge.spa
dc.relation.referencesTomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.spa
dc.relation.referencesToulmin, S., Rieke, R. y Janik, A. (1984). An introduction to reasoning. Nueva York: Macmillan.spa
dc.relation.referencesTrujillo, S. F. (2001). Objetivos en la enseñanza de lenguas extranjeras: de la competencia lingüística a la competencia intercultural. Comunicación presentada en el Congreso Nacional Inmigración, Convivencia e Interculturalidad, organizado en Ceuta por el Instituto de Estudios Ceutíes en noviembre de 2001. Recuperado de http://fernandotrujillo.es/wp-content/uploads/2010/05/objetivos.pdfspa
dc.relation.referencesTseng, S. (2011). Understanding non-native English-speaking teachers’ identity construction and transformation in the English-speaking community: A closer look at past, present, and future. Disertación, Indiana State University. Recuperado de http://hdl.handle.net/10484/1823spa
dc.relation.referencesTudor, I. (2001). Visions of Learning in the Dynamics of the Language Classroom. Cambridge: Cambridge University Press.spa
dc.relation.referencesUtria, O. (2007). La importancia del concepto de motivación en la psicología, Revista Digital de Psicología, 2, 5spa
dc.relation.referencesVan Lier, L. (1997). Approaches to observation in classroom research. Observation from an ecological perspective, TESOL Quarterly, 31(4), 7spa
dc.relation.referencesViáfara, J. J. (2005a). The design of reflective tasks for the preparation of student teachers, Colombian Applied Linguistics Journal, 7, 53-74.spa
dc.relation.referencesViáfara, J. J. (2005b). Responding to observation: how student teachers’ use of their counselor’s notes support their preparation, PROFILE Issues in Teachers’ Professional Development, 6, 141-156spa
dc.relation.referencesViáfara, J. J. (2011). How do EFL student teachers face the challenge of using L2 in public school classrooms?, PROFILE Issues in Teachers’ Professional Development, 13(1), 55-74.spa
dc.relation.referencesVo, L. T. y Nguyen, H. T. M. (2010). Critical Friends Group for EFL teacher professional development, ELT Journal, 64(2), 205-213.spa
dc.relation.referencesVygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.spa
dc.relation.referencesWalker, J. (2011). Being professional in English language teaching services: a Delphic panel study, Quality Assurance in Education, 19(4), 307-334.spa
dc.relation.referencesWallace, M. (1990). Training Foreign Language Teachers: A reflective Approach. Cambridge: Cambridge University Press.spa
dc.relation.referencesWenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.spa
dc.relation.referencesWenger, E., McDermott, R. y Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.spa
dc.relation.referencesWiddowson, H. G. (1990). Aspects of Language Teaching. Oxford: Oxford University Press.spa
dc.relation.referencesWiddowson, H. G. (2002). Language teaching: defining the subject. En H. TrappesLomax y G. Ferguson (eds.), Language in Language Teacher Education (pp. 67- 82). Ámsterdam: John Benjamins Publishing.spa
dc.relation.referencesWilliamson McDiarmid, G. y Clevenger-Bright, M. (2008). Rethinking teacher capacity. En M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre y K. Demers (eds.), Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (pp. 134-156). Coedición de Routledge/Taylor & Francis Group y The Association of Teacher Educators.spa
dc.relation.referencesWoodward, T. (1992). Ways of training. Singapur: Longman.spa
dc.relation.referencesWright, T. (1987). Roles of Teachers and Learners. Oxford: Oxford University Press.spa
dc.relation.referencesYang, W. y Xu, X. (2008). Self assessment in second language learning, US-China Foreign Language, 6(5), 20-26.spa
dc.relation.referencesYoon, T. (2012). Teaching English though [sic] English: Exploring Anxiety in Non-native Pre-service ESL Teachers, Theory and Practice in Language Studies, 2(6), 1099-1107.spa
dc.relation.referencesYurén, T. y Saenger, C. (2006). La mirada del otro en los dispositivos de formación de lenguas extranjeras. Isomorfismos de la política lingüística y la mediación, Archivos Analíticos de Políticas Educativas, 14(25), 1-24.spa
dc.relation.referencesZambrano, L. e Insuasty, E. (2008). Analysis of the teaching practicum in the light of a reflective teaching approach, Lenguaje, 36(2), 447-471.spa
dc.relation.referencesZambrano, L. e Insuasty, E. (2009). Assessing student-teachers’ perceptions about the implementation of reflective teaching tools in the practicum, Hechos y Proyecciones del Lenguaje, 18, 39-52spa
dc.relation.referencesZeichner, K. y Liston, D. (1996). Reflective teaching: An introduction. Mahwah: Lawrence Erlbaumspa
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.accesoAbierto (Texto Completo)spa
dc.rights.accessrightsOpenAccessspa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEnseñanza bilingüespa
dc.subjectFormación docentespa
dc.subjectInglésspa
dc.subjectFormación inicialspa
dc.subject.keywordBilingual educationspa
dc.subject.keywordTeacher trainingspa
dc.subject.keywordEnglishspa
dc.subject.keywordInitial trainingspa
dc.subject.lembEnseñanza bilingüespa
dc.subject.lembFormación profesional de maestros de inglésspa
dc.subject.lembFormación profesional de maestros de francésspa
dc.titleEventos narrativos, comunidades y arquitecturas de práctica docente. Formación inicial de profesores de inglés y francésspa
dc.title.titleenglishNarrative events, communities and architectures of teaching practice. Initial training of English and French teachersspa
dc.typebookspa
dc.type.coarhttp://purl.org/coar/resource_type/c_2f33
dc.type.driverinfo:eu-repo/semantics/book

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
EventosNarrativos-pgs.pdf
Tamaño:
1.3 MB
Formato:
Adobe Portable Document Format
Descripción:
Libro
Descargar

Bloque de licencias

Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
7 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar

Colecciones

Oficina de Investigaciones
Universidad Distrital Francisco José de Caldas - Biblioteca UDFJC

Institución de Educación Superior sujeta a inspección y vigilancia por el Ministerio de Educación Nacional | Acuerdo de creación N° 10 de 1948 del Concejo de Bogotá | Acreditación Institucional de Alta Calidad - Resolución N° 23096 del 15 de diciembre del 2016.

Contáctenos
  • Calle 13 No. 31 - 75 Bogotá D.C. - República de Colombia
  • (+57 601) 3239300
  • Lunes a viernes de 8 a.m. a 5 p.m.
  • repositorio@udistrital.edu.co
Síguenos en redes sociales

Software DSpace copyright © 2002-2025 LYRASIS