Ser un profesor de inglés en formación en tiempos de Covid-19: Un estudio narrativo
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Keywords
COVID-19, Profesores de inglés en formación, Experiencias, Prácticas, Innovaciones pedagógicas
Resumen
Los procesos de formación de docente vía practicas pedagógicas involucran tensiones entre los objetivos académicos de la universidad y aquellos de la escuela. Algunas tensiones se vieron exacerbadas por la contingencia del COVID-19. Este estudio narrativo cualitativo buscó comprender las perspectivas de tres aspirantes a profesores de inglés a medida que utilizaron innovaciones pedagógicas durante su práctica docente bajo la educación remota de emergencia. Los datos fueron recolectados a través de entrevistas semiestructuradas y analizados utilizando los principios de la teoría fundamentada. Los resultados muestran experiencias antes, durante y después de la práctica. Ellas ejemplifican métodos basados en conocimientos formales y experienciales para la práctica, preocupación por el acompañamiento de docentes o supervisores, y aprendizajes reflexivos a partir de experiencias vividas de aspirantes a docentes durante su práctica docente. Las conclusiones llaman a la concordancia entre los procesos involucrados en el desarrollo de la enseñanza de idiomas y las necesidades académicas, así como la autonomía de los futuros docentes para el enriquecimiento de la práctica.
Referencias
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Aparicio Gómez, O. Y., & Ostos Ortiz, O. L. (2018). El constructivismo y el construccionismo. Revista Interamericana de Investigación, Educación y Pedagogía, RIIEP, 11(2), 115–120. https://doi.org/10.15332/ s1657-107X.2018.0002.05
Arifi, Q. (2017). Humanistic Approach in Teaching Foreign Language (from the Teacher Perspective). European Scientific Journal, ESJ, 13(35), 194–205. https:// doi.org/10.19044/esj.2017.v13n35p194
Astika, G. (2014). Reflective Teaching As Alternative Assessment In Teacher Education: A Case Study Of Pre-Service Teachers. TEFLIN Journal, 25(1), 16– 32.
Bao, Y., & Liu, S. (2021). The Influence of Affective Factors in Second Language Acquisition on Foreign Language Teaching. Open Journal of Social Sciences, 09, 463–470. https://doi.org/10.4236/jss.2021.93030
Barahona, M., Delaporte‐Raurich, C., & Ibaceta‐ Quijanes, X. (2021). “It is impossible to teach English in English”: Preservice teachers’ struggles to facilitate L2 comprehensibility in English. TESOL Journal, 12(2). https://doi.org/10.1002/ tesj.578
Barkhuizen, G. P., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. Routledge, Taylor & Francis Group.
Benesch, S. (2017). Theorizing Emotions. In Emotions and English Language Teaching: Exploring Teachers’ Emotion Labor. Routledge.
Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed). Pearson Education Australia.
Buenfil Burgos, R. N. (2010). Dimensiones ético políticas en educación desde Análisis político de discurso. Revista Electrónica Sinéctica, 35, 1–17.
Burns, A., Danyluk, P., Kapoyannis, T., & Kendrick, A. (2020). Leading the Pandemic Practicum: One Teacher Education Response to the COVID-19 Crisis. International Journal of E-Learning & Distance Education / Revue Internationale Du e-Learning et La Formation à Distance, 35(2), 2–25.
Çakmak, M., & Gündüz, M. (2019). A critical review of teaching practicum studies. In M. Çakmak & M. Gündüz (Eds.), Dimensions and emerging themes in teaching practicum: A global perspective (pp. 5–24). Routledge.
Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-Service English Teachers’ Voices About the Teaching Practicum. HOW, 25(1), 156–173. https://doi.org/10.19183/how.25.1.420
Chin-Wen, C. (2019). Pre-Service Teachers’ Innovation on English Activity Designs and Materials for Young Learners. The Teacher Educator, 54(1), 4–21. https:// doi.org/10.1080/08878730.2018.14834 56
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed). Routledge.
Cruz-Arcila, F. (2020). Rural English Language Teacher Identities: Alternative Narratives of Professional Success. Íkala, Revista de Lenguaje y Cultura, 25(2), 435–453. https://doi.org/10.17533/udea.ikala. v25n02a05
de Sousa Santos, B. (2018). The end of the cognitive empire: The coming of age of epistemologies of the South. Duke University Press.
Dunn, M. B., VanDerHeide, J., Caughlan, S., Northrop, L., Zhang, Y., & Kelly, S. (2018). Tensions in learning to teach English. English Teaching: Practice & Critique, 17(1), 44–56. https://doi. org/10.1108/ETPC-04-2017-0039
Đurišić, M., & Bunijevac, M. (2017). Parental Involvement as a Important Factor for Successful Education. Center for Educational Policy Studies Journal, 7(3), 137–153. https://doi.org/10.26529/ cepsj.291
Freire, P. (2017). Pedagogy of the oppressed (M. Bergman, Trans.). Penguin Books.
Gabriel, S. (2021). Social Presence in Times of COVID-19 Distance Teaching. In C. Busch, M. Steinicke, R. Frieß, & T. Wendler (Eds.), ECEL 2021 20th European Conference on e-Learning, (pp. 181–188). Academic Conferences International limited.
Galtung, J. (2016). La violencia: Cultural, estructural y directa. Cuadernos de estrategia, 183, 147–168.
Gil, Claros, Mario (2018). Educación y ética para una ciudadanía mundial. Revista Boletín Redipe, 7(2), 43–52.
Goodson, I. R., & Gill, S. (2011). The Narrative Turn in Social Research. Counterpoints, 386, 17–33.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. https://er.educause.edu/ articles/2020/3/the-difference-betweenemergency-remote-teaching-andonline-learning
Hong, X., Falter, M. M., & Fecho, B. (2017). Embracing tension: Using Bakhtinian theory as a means for data analysis. Qualitative Research, 17(1), 20–36. https://doi. org/10.1177/1468794116653800
Ismail, S. (2006). Detailed Review of Rogers’ Diffusion of Innovations Theory and Educational Technology-Related Studies Based on Rogers’ Theory. The Turkish Online Journal of Educational Technology, 5(2), 14–23.
Jalvo, B. M. (2015). Capítulo XI: Infracciones disciplinarias. In El Régimen disciplinario de los empleados públicos. Aranzadi.
Jiménez, A. (2021). El amor pedagógico: Miradas a su devenir en la pedagogía colombiana. Praxis & Saber, 12(30), 1–18. https:// doi.org/10.19053/22160159.v12. n30.2021.12123
Juárez-Díaz, C., & Perales, M. (2021). Language Teachers’ Emergency Remote Teaching Experiences During the COVID-19 Confinement. Profile: Issues in Teachers’ Professional Development, 23(2), 121– 135. https://doi.org/10.15446/profile. v23n2.9019
Kidd, W., & Murray, J. (2020). The Covid-19 pandemic and its effects on teacher education in England: How teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542–558. https://doi. org/10.1080/02619768.2020.1820480
Kincheloe, J. L., McLaren, P., Steinberg, S. R., & Monzó, L. D. (2018). Critical Pedagogy and Qualitative Research. Advancing the Bricolage. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed, pp. 418– 465). SAGE.
Klaus, B. (Ed.). (2021). Introduction: The state of convergence in media and communication research. In A handbook of media and communication research: Qualitative and quantitative methodologies (3rd ed, pp. 1–23). Routledge.
Kumaravadivelu, B. (2003). Conceptualizing teaching acts. In Beyond methods: Macrostrategies for language teaching. Yale University Press.
Larrosa, J. (2006). Sobre la experiencia. Aloma: revista de psicologia, ciències de l’educació i de l’esport, 19, 87–112.
Lee, I., & Mak, P. (2021). Classroom Atmosphere. In J. I. Liontas, Tesol International Association, & M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (1st ed, pp. 1–7). Wiley.
Locatelli, R. (2018). La educación como bien público y común. Reformular la gobernanza de la educación en un contexto cambiante. Perfiles Educativos, 40(162), 178–196.
Marcos, M. H. (2018). El victimismo, un nuevo estilo de vida. Intento de caracterización. Eikasia revista de filosofía, 82, 239–266.
Méndez , M. G. (2020). Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice. Profile: Issues in Teachers’ Professional Development, 22(1), 15–28. https://doi. org/10.15446/profile.v22n1.78613
Montañez, A., Montañez, N., Dolorier, R., & Arainga, E. (2019). Didactic Technology in Training Researchers [Tecnología didáctica en la formación de investigadores]. Journal of Global Education Sciences, 1(1), 53–59. https:// doi.org/10.32829/ges.v1i1.76
Moreno, R. (2020). Conductismo y su comprensión del aprendizaje. In M. G. Escobar (Ed.), Psicología. Aportes a la educación y al aprendizaje (pp. 66– 76). Publicaciones del Vicerrectorado Académico de la Universidad de Los Andes.
Nussbaum, M. (2012). Sin fines de lucro: Por qué la democracia necesita de las humanidades (1st ed). Katz.
Oda, M., & Toh, G. (2018). Significant Encounters and Consequential Eventualities: A Joint Narrative of Collegiality Marked by Struggles Against Reductionism, Essentialism and Exclusion in ELT. In B. Yazan & N. Rudolph (Eds.), Criticality, Teacher Identity, and (In)equity in English Language Teaching (1st ed, Vol. 35, pp. 219–237). Springer International Publishing.
Oladi, S. (2013). The Instrumentalization of Education. The Atlantic Journal of Graduate Studies in Education, 1–15.
Özüdoğru, F. (2021). Turkish preservice teachers’ experiences with emergency remote teaching: A phenomenological study. Issues in Educational Research, 31(1), 166–187.
Rahiem, M. D. H. (2020). The Emergency Remote Learning Experience of University Students in Indonesia amidst the COVID-19 Crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. https://doi.org/10.26803/ijlter.19.6.1
Rahmawati, E., Miftakh, F., & Al-Baekani, A. K. (2021). A Pre-service English Teacher’s Emotional Experiences within Teaching Practicum during COVID-19 Pandemic. INTERACTION: Jurnal Pendidikan Bahasa, 8(2), 277–290. https://doi. org/10.36232/jurnalpendidikanbahasa. v8i2.1360
Restrepo, E. (2007). Identidades: Planteamientos Teóricos Y Sugerencias Metodológicas Para Su Estudio. Jangwa Pana, 5, 24– 35.
Restrepo-Quiceno, S., Lozano Ríos, A. M., & Saavedra Montoya, D. (2021). Brecha digital y educación virtual: Entendiendo la exclusión social desde el caso de los colegios públicos de Cali. TransPasando Fronteras, 17, 123–146. https://doi.org/10.18046/retf.i17.4620
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.
Sánchez, J. C. J. (2011). La innovación: Una revisión teórica desde la perspectiva de marketing. Perspectivas, 27, 47–71.
Selvi, A. F., & Rudolph, N. (2018). Introduction: Conceptualizing and Approaching “Education for Glocal Interaction”. In A. F. Selvi & N. Rudolph (Eds.), Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction (pp. 1–17). Springer Singapore.
Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/JRIT-10- 2016-0007
Tartari, E., & Lutaj, L. (2021). The Impact of Pedagogical Discourse on the Performance of the Teacher’s Work. In F. Kalyon (Ed.), Pearson Journal International Conference on Social Sciences & Humanities June 28-29, 2021 (pp. 131–137). Liberty Publications.
Teng, M. F. (2017). Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’ Practicum Experiences. Australian Journal of Teacher Education, 42(11), 117–134. https://doi.org/10.14221/ ajte.2017v42n11.8
von Mutius, B. (2018). Disruptive Thinking: Das Denken, das der Zukunft gewachsen ist (2nd ed). GABAL.
Whitney, T., & Ackerman, K. B. (2020). Acknowledging Student Behavior: A Review of Methods Promoting Positive and Constructive Feedback. Beyond Behavior, 29(2), 1–9. http
Williams, R. (2014). Keywords: A vocabulary of culture and society (2nd ed). Oxford University Press.
Aparicio Gómez, O. Y., & Ostos Ortiz, O. L. (2018). El constructivismo y el construccionismo. Revista Interamericana de Investigación, Educación y Pedagogía, RIIEP, 11(2), 115–120. https://doi.org/10.15332/ s1657-107X.2018.0002.05
Arifi, Q. (2017). Humanistic Approach in Teaching Foreign Language (from the Teacher Perspective). European Scientific Journal, ESJ, 13(35), 194–205. https:// doi.org/10.19044/esj.2017.v13n35p194
Astika, G. (2014). Reflective Teaching As Alternative Assessment In Teacher Education: A Case Study Of Pre-Service Teachers. TEFLIN Journal, 25(1), 16– 32.
Bao, Y., & Liu, S. (2021). The Influence of Affective Factors in Second Language Acquisition on Foreign Language Teaching. Open Journal of Social Sciences, 09, 463–470. https://doi.org/10.4236/jss.2021.93030
Barahona, M., Delaporte‐Raurich, C., & Ibaceta‐ Quijanes, X. (2021). “It is impossible to teach English in English”: Preservice teachers’ struggles to facilitate L2 comprehensibility in English. TESOL Journal, 12(2). https://doi.org/10.1002/ tesj.578
Barkhuizen, G. P., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. Routledge, Taylor & Francis Group.
Benesch, S. (2017). Theorizing Emotions. In Emotions and English Language Teaching: Exploring Teachers’ Emotion Labor. Routledge.
Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed). Pearson Education Australia.
Buenfil Burgos, R. N. (2010). Dimensiones ético políticas en educación desde Análisis político de discurso. Revista Electrónica Sinéctica, 35, 1–17.
Burns, A., Danyluk, P., Kapoyannis, T., & Kendrick, A. (2020). Leading the Pandemic Practicum: One Teacher Education Response to the COVID-19 Crisis. International Journal of E-Learning & Distance Education / Revue Internationale Du e-Learning et La Formation à Distance, 35(2), 2–25.
Çakmak, M., & Gündüz, M. (2019). A critical review of teaching practicum studies. In M. Çakmak & M. Gündüz (Eds.), Dimensions and emerging themes in teaching practicum: A global perspective (pp. 5–24). Routledge.
Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-Service English Teachers’ Voices About the Teaching Practicum. HOW, 25(1), 156–173. https://doi.org/10.19183/how.25.1.420
Chin-Wen, C. (2019). Pre-Service Teachers’ Innovation on English Activity Designs and Materials for Young Learners. The Teacher Educator, 54(1), 4–21. https:// doi.org/10.1080/08878730.2018.14834 56
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed). Routledge.
Cruz-Arcila, F. (2020). Rural English Language Teacher Identities: Alternative Narratives of Professional Success. Íkala, Revista de Lenguaje y Cultura, 25(2), 435–453. https://doi.org/10.17533/udea.ikala. v25n02a05
de Sousa Santos, B. (2018). The end of the cognitive empire: The coming of age of epistemologies of the South. Duke University Press.
Dunn, M. B., VanDerHeide, J., Caughlan, S., Northrop, L., Zhang, Y., & Kelly, S. (2018). Tensions in learning to teach English. English Teaching: Practice & Critique, 17(1), 44–56. https://doi. org/10.1108/ETPC-04-2017-0039
Đurišić, M., & Bunijevac, M. (2017). Parental Involvement as a Important Factor for Successful Education. Center for Educational Policy Studies Journal, 7(3), 137–153. https://doi.org/10.26529/ cepsj.291
Freire, P. (2017). Pedagogy of the oppressed (M. Bergman, Trans.). Penguin Books.
Gabriel, S. (2021). Social Presence in Times of COVID-19 Distance Teaching. In C. Busch, M. Steinicke, R. Frieß, & T. Wendler (Eds.), ECEL 2021 20th European Conference on e-Learning, (pp. 181–188). Academic Conferences International limited.
Galtung, J. (2016). La violencia: Cultural, estructural y directa. Cuadernos de estrategia, 183, 147–168.
Gil, Claros, Mario (2018). Educación y ética para una ciudadanía mundial. Revista Boletín Redipe, 7(2), 43–52.
Goodson, I. R., & Gill, S. (2011). The Narrative Turn in Social Research. Counterpoints, 386, 17–33.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. https://er.educause.edu/ articles/2020/3/the-difference-betweenemergency-remote-teaching-andonline-learning
Hong, X., Falter, M. M., & Fecho, B. (2017). Embracing tension: Using Bakhtinian theory as a means for data analysis. Qualitative Research, 17(1), 20–36. https://doi. org/10.1177/1468794116653800
Ismail, S. (2006). Detailed Review of Rogers’ Diffusion of Innovations Theory and Educational Technology-Related Studies Based on Rogers’ Theory. The Turkish Online Journal of Educational Technology, 5(2), 14–23.
Jalvo, B. M. (2015). Capítulo XI: Infracciones disciplinarias. In El Régimen disciplinario de los empleados públicos. Aranzadi.
Jiménez, A. (2021). El amor pedagógico: Miradas a su devenir en la pedagogía colombiana. Praxis & Saber, 12(30), 1–18. https:// doi.org/10.19053/22160159.v12. n30.2021.12123
Juárez-Díaz, C., & Perales, M. (2021). Language Teachers’ Emergency Remote Teaching Experiences During the COVID-19 Confinement. Profile: Issues in Teachers’ Professional Development, 23(2), 121– 135. https://doi.org/10.15446/profile. v23n2.9019
Kidd, W., & Murray, J. (2020). The Covid-19 pandemic and its effects on teacher education in England: How teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542–558. https://doi. org/10.1080/02619768.2020.1820480
Kincheloe, J. L., McLaren, P., Steinberg, S. R., & Monzó, L. D. (2018). Critical Pedagogy and Qualitative Research. Advancing the Bricolage. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed, pp. 418– 465). SAGE.
Klaus, B. (Ed.). (2021). Introduction: The state of convergence in media and communication research. In A handbook of media and communication research: Qualitative and quantitative methodologies (3rd ed, pp. 1–23). Routledge.
Kumaravadivelu, B. (2003). Conceptualizing teaching acts. In Beyond methods: Macrostrategies for language teaching. Yale University Press.
Larrosa, J. (2006). Sobre la experiencia. Aloma: revista de psicologia, ciències de l’educació i de l’esport, 19, 87–112.
Lee, I., & Mak, P. (2021). Classroom Atmosphere. In J. I. Liontas, Tesol International Association, & M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (1st ed, pp. 1–7). Wiley.
Locatelli, R. (2018). La educación como bien público y común. Reformular la gobernanza de la educación en un contexto cambiante. Perfiles Educativos, 40(162), 178–196.
Marcos, M. H. (2018). El victimismo, un nuevo estilo de vida. Intento de caracterización. Eikasia revista de filosofía, 82, 239–266.
Méndez , M. G. (2020). Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice. Profile: Issues in Teachers’ Professional Development, 22(1), 15–28. https://doi. org/10.15446/profile.v22n1.78613
Montañez, A., Montañez, N., Dolorier, R., & Arainga, E. (2019). Didactic Technology in Training Researchers [Tecnología didáctica en la formación de investigadores]. Journal of Global Education Sciences, 1(1), 53–59. https:// doi.org/10.32829/ges.v1i1.76
Moreno, R. (2020). Conductismo y su comprensión del aprendizaje. In M. G. Escobar (Ed.), Psicología. Aportes a la educación y al aprendizaje (pp. 66– 76). Publicaciones del Vicerrectorado Académico de la Universidad de Los Andes.
Nussbaum, M. (2012). Sin fines de lucro: Por qué la democracia necesita de las humanidades (1st ed). Katz.
Oda, M., & Toh, G. (2018). Significant Encounters and Consequential Eventualities: A Joint Narrative of Collegiality Marked by Struggles Against Reductionism, Essentialism and Exclusion in ELT. In B. Yazan & N. Rudolph (Eds.), Criticality, Teacher Identity, and (In)equity in English Language Teaching (1st ed, Vol. 35, pp. 219–237). Springer International Publishing.
Oladi, S. (2013). The Instrumentalization of Education. The Atlantic Journal of Graduate Studies in Education, 1–15.
Özüdoğru, F. (2021). Turkish preservice teachers’ experiences with emergency remote teaching: A phenomenological study. Issues in Educational Research, 31(1), 166–187.
Rahiem, M. D. H. (2020). The Emergency Remote Learning Experience of University Students in Indonesia amidst the COVID-19 Crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. https://doi.org/10.26803/ijlter.19.6.1
Rahmawati, E., Miftakh, F., & Al-Baekani, A. K. (2021). A Pre-service English Teacher’s Emotional Experiences within Teaching Practicum during COVID-19 Pandemic. INTERACTION: Jurnal Pendidikan Bahasa, 8(2), 277–290. https://doi. org/10.36232/jurnalpendidikanbahasa. v8i2.1360
Restrepo, E. (2007). Identidades: Planteamientos Teóricos Y Sugerencias Metodológicas Para Su Estudio. Jangwa Pana, 5, 24– 35.
Restrepo-Quiceno, S., Lozano Ríos, A. M., & Saavedra Montoya, D. (2021). Brecha digital y educación virtual: Entendiendo la exclusión social desde el caso de los colegios públicos de Cali. TransPasando Fronteras, 17, 123–146. https://doi.org/10.18046/retf.i17.4620
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.
Sánchez, J. C. J. (2011). La innovación: Una revisión teórica desde la perspectiva de marketing. Perspectivas, 27, 47–71.
Selvi, A. F., & Rudolph, N. (2018). Introduction: Conceptualizing and Approaching “Education for Glocal Interaction”. In A. F. Selvi & N. Rudolph (Eds.), Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction (pp. 1–17). Springer Singapore.
Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/JRIT-10- 2016-0007
Tartari, E., & Lutaj, L. (2021). The Impact of Pedagogical Discourse on the Performance of the Teacher’s Work. In F. Kalyon (Ed.), Pearson Journal International Conference on Social Sciences & Humanities June 28-29, 2021 (pp. 131–137). Liberty Publications.
Teng, M. F. (2017). Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’ Practicum Experiences. Australian Journal of Teacher Education, 42(11), 117–134. https://doi.org/10.14221/ ajte.2017v42n11.8
von Mutius, B. (2018). Disruptive Thinking: Das Denken, das der Zukunft gewachsen ist (2nd ed). GABAL.
Whitney, T., & Ackerman, K. B. (2020). Acknowledging Student Behavior: A Review of Methods Promoting Positive and Constructive Feedback. Beyond Behavior, 29(2), 1–9. http
Williams, R. (2014). Keywords: A vocabulary of culture and society (2nd ed). Oxford University Press.
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Aug 1, 2022
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Ser un profesor de inglés en formación en tiempos de Covid-19: Un estudio narrativo. bol.redipe [Internet]. 2022 Aug. 1 [cited 2024 Dec. 16];11(08):165-83. Available from: https://revista.redipe.org/index.php/1/article/view/1877
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Biografía del autor/a
Gabriela Valencia Revelo, District University Francisco José de Caldas, Bogotá, Colombia
English teacher in training, Francisco José de Caldas District University.
Cómo citar
1.
Ser un profesor de inglés en formación en tiempos de Covid-19: Un estudio narrativo. bol.redipe [Internet]. 2022 Aug. 1 [cited 2024 Dec. 16];11(08):165-83. Available from: https://revista.redipe.org/index.php/1/article/view/1877