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The Development of a Novice Teacher’s Autonomy in the Context of EFL in Colombia
El desarrollo de la autonomía de una profesora principiante en el contexto de la enseñanza de inglés como lengua extranjera en Colombia
Keywords:
Action research, professional development, novice teachers, foreign language teaching, theme-based teaching, collaboration, reflection (en)Investigación-acción, desarrollo profesional, profesor principiante, enseñanza de lenguas extranjeras, enseñanza basada en temas, colaboración, reflexión (es)
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This article reports the experience of a novice English teacher taking part in a collaborative action research project with a group of children in a bi-national language center in Colombia, where a theme-based approach to teaching had been recently introduced. The purpose of the study was to learn how to solve problems encountered with the approach and to develop learner and teacher autonomy. The findings show how reflection, collaborative work and critical thinking were promoted and enabled the teacher to find alternatives in her teaching, to gain a new understanding of this approach, and to develop teacher autonomy.
Este artículo informa acerca de la experiencia de una profesora principiante de inglés que formó parte de un proyecto de investigación acción colaborativa con un grupo de niños en un centro binacional en Colombia, en el cual se había introducido recientemente un enfoque basado en temas. El propósito del estudio fue aprender a resolver los problemas encontrados con el enfoque y desarrollar la autonomía de los estudiantes y de la profesora. Los hallazgos muestran cómo se promovieron la reflexión, el trabajo colaborativo y el pensamiento crítico de manera que hicieron posible que la profesora encontrara vías alternativas en su enseñanza, comprendiera mejor el enfoque y desarrollara su autonomía como profesora.
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Copyright (c) 2008 Diana Pineda, Cristina Frodden
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