000 | nam a22 7a 4500 | ||
---|---|---|---|
999 |
_c45879 _d45879 |
||
005 | 20201127062259.0 | ||
008 | 201126e2019 ck o|||fsm||| 00| 0 spa d | ||
040 |
_aCO-NeUS _bspa _erda |
||
041 | _aeng | ||
100 | 1 |
_9139760 _aGutiérrez Sánchez, María Angélica, _eaut |
|
245 | 1 | 0 |
_aUnderstanding the construction of teacher identity in english languages student teachers / _cMaría Angélica Gutiérrez Sánchez, Wilson Damián Hernández Varona ; Director Diego Fernando Macías Villegas |
256 | _aDatos electrónicos (1 archivos:1050 MG) | ||
264 | 1 |
_aNeiva: _bUniversidad Surcolombiana, _c2019 |
|
300 |
_a1 CD-ROM (161 páginas); _bdiagramas _c12 cm. |
||
336 |
_2rdacontent _atxt _btxt |
||
337 |
_2rdamedia _ac _bcd |
||
338 |
_2rdacarrier _acd _bcd |
||
347 |
_2rda _atexto _bpdf |
||
502 |
_aTesis _bMagíster en Didáctica del Inglés. _cUniversidad Surcolombiana. Facultad de Educación. Maestría Didáctica del Inglés. _d2019 |
||
505 | _aIntroduction – Research on teacher identity construction, rationale and statement of the problem, research questions, purposes and contributions of the study, structure and organization of study – Chapter 2 , Theoretical framework, construction of teacher identity, sociocultural perspective in teacher education, narrative as phenomenon in teacher identity construction – Chapter, literature review – Chapter 4, research design, research approach, setting and participants, researcher’s positionality, data collection, data analysis, analysis of narratives, narrative analysis, trustworthiness – Student teachers trajectories – Chapter 5 – Findings , the process of teacher identity construction for student teacher in an English teacher, education program, student teachers´ identity construction as a socially – construted narrative, setting, character, conflict ( preconceptions generating tensions), plot ( knowledge building and reflecting), time – framed dénouement (conceptual shifting), factors that promoted the construction of teacher identity in a English language, teacher education program – factors that promoted the construction of teacher identity in a English language, teacher education program – Teaching experiences in the construction of teacher identity, support from the teacher community in the construction of teacher identity, professor´s support, the support of practicum supervisors and cooperating teachers, peer support – The role of undergraduate courses in the construction of teacher identity , personality traits in shaping teacher identity, the role of reflection in the construction of teacher identity, factors that hindered the construction of teacher identity in a English language, teacher education program, teacher vocational dichotomy as and obstacle in the construction of teacher identity, target language proficiency as a hindrance in teacher identity construction, discussion and conclusions. | ||
520 | _a"Esta investigación narrativa tiene como objetivo estudiar cómo los estudiantes-practicantes construyen su identidad docente en un programa de formación docente en inglés. Así como los factores que favorecen y dificultan esta formación. Al analizar las narrativas escritas por los estudiantes-practicantes, sus narrativas orales y sus diarios de prácticas, los investigadores encontraron que la construcción de la identidad de los maestros implica un proceso continuo y su desarrollo es posible debido a las experiencias de enseñanza e interacciones sociales. Los resultados muestran que la construcción de la identidad docente comenzó con algunos conflictos que los estudiantes-practicantes se enfrentaron al momento de aprender a enseñar. Luego, esos conflictos se resolvieron cuando experimentaron el acto de enseñar e interactuaron con la comunidad de maestros, construyendo una nueva comprensión de su identidad docente y creando nuevas oportunidades para su desarrollo profesional." | ||
082 | 0 | 4 |
_221 _aTh MDI 051 |
942 |
_2Local _cCD _hTh MDI 051 _kTh |