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Examining Current and Future Ecuadorian Educators’ Experiences Using Action Research in the English as a Second Language Classroom
Análisis del rol de la investigación-acción en la práctica de futuros docentes en Ecuador en aulas de inglés como segundo idioma
DOI:
https://doi.org/10.15446/profile.v23n1.84020Keywords:
action research, Ecuador, English as a second language, teachers' knowledge (en)conocimiento de los profesores, Ecuador, inglés como segundo idioma, investigación de acción (es)
This paper reports on Ecuadorian pre-service and in-service teachers’ ability to conduct action research in the classroom as well as their skills to efficiently adjust instruction to address students’ cultural and linguistic diversity. A qualitative case study approach was implemented to collect information from teacher candidates in 2015, in-service teachers from a public school in 2017, and in-service teachers from a private school in 2019. Data were collected through focus groups and interviews conducted in Spanish. Findings suggest that training teachers to conduct action research will improve their ability to analyze data and improve students’ learning outcomes.
Este artículo se enfoca en la capacidad de los maestros en su labor diaria y de futuros docentes ecuatorianos para realizar investigación-acción en el aula, así como ajustar la instrucción tomando en cuenta la diversidad cultural y lingüística de sus estudiantes. Este proyecto cualitativo investigó el conocimiento de docentes y estudiantes de licenciatura con respecto a la investigación-acción como un medio para mejorar la instrucción en el Ecuador. Para ello, se implementó un enfoque cualitativo de estudio de caso con el fin de recopilar información de los estudiantes de licenciatura en 2015, docentes de una escuela pública en 2017 y docentes de una escuela privada en 2019. Los datos fueron recolectados a través de grupos focales y entrevistas en español. Los resultados sugieren que los maestros que se capacitan para realizar investigación-acción mejoran su preparación pedagógica y su capacidad de analizar datos. Esto contribuye al aprendizaje de los estudiantes.
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1. Esteban Heras, Ana María Calle, Verónica León, Cristian Pichasaca. (2023). Social justice in English language learning in Ecuador: beliefs of indigenous higher education teachers and indigenous and mestizo student teachers. Teachers and Teaching, 29(4), p.409. https://doi.org/10.1080/13540602.2023.2191180.
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Copyright (c) 2021 Ximena D. Burgin, Mayra C. Daniel
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