EFL teachers’ professional subjectivities in times of inclusion
Cargando...
Fecha
Fecha
2017-09-01
Autores
Director
Título de la revista
ISSN de la revista
Título del volumen
Editor
Compartir
Citar documento
Casas Trujillo, Jennifer Paola (2017). EFL teachers’ professional subjectivities in times of inclusion. https://hdl.handle.net/11349/6804
Gestores bibliográficos
Altmetric
El indicador aparece cuando Altmetric registra menciones para este documento.
Documentos PDF
Resumen
The present study framed within the qualitative research paradigm has the purpose to give voice to english teachers that have taught a foreign language to students with disabilities. The participants of the study shared their narratives collected through a professional history time line and two narrative interviews. The methodology of analysis implemented was short story analysis, in which three factors were key elements to choose the data, these elements were: the who, the where and when, source of information to answer the main question of the study which was how do EFL teachers configure their professional subjectivity in the frame of Colombian inclusion policy?
Descripción
The present study framed within the qualitative research paradigm has the purpose to give voice to english teachers that have taught a foreign language to students with disabilities. The participants of the study shared their narratives collected through a professional history time line and two narrative interviews. The methodology of analysis implemented was short story analysis, in which three factors were key elements to choose the data, these elements were: the who, the where and when, source of information to answer the main question of the study which was how do EFL teachers configure their professional subjectivity in the frame of Colombian inclusion policy?