Collaborative action research in the chilean EFL classroom
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Archivos
Fecha
2017
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este estudio discute los resultados obtenidos en una investigación cualitativa que involucra a un docente en formación como profesor-investigador en una Investigación-Acción, en un colegio de Santiago de Chile. El objetivo de este estudio fue explorar los beneficios de la Colaboración en Investigación-Acción como una práctica para promover la inclusión de la expresión oral del idioma inglés en las aulas chilenas. El profesor-investigador utilizó un diario como un instrumento para reflexionar sobre sus clases y actividades orales, las cuales fueron aplicadas en el colegio. Esas actividades orales fueron obtenidas de dos entrevistas grupales con docentes en formación de una universidad chilena, quienes fueron los colaboradores de este estudio, así como también la profesora mentora del colegio en el cual el profesor-investigador estaba haciendo su práctica. Los resultados mostraron que algunas de las actividades obtenidas en las entrevistas grupales promovieron la participación e interacción de los estudiantes durante las clases. Además, el profesor-investigador fue capaz de percibir la importancia de la reflexión de las actividades con el fin de hacer cambios y mejoras en su docencia. Asimismo, la colaboración entre pares, la cual fue representada en las entrevistas grupales, nos permitió reconocer nuestras fortalezas y mejorar nuestras debilidades cuando enseñamos. Finalmente, este estudio sugiere que todos los docentes deberían compartir sus experiencias, opiniones, sentimientos o pensamientos con sus colegas para así implementar colaboración, y también hacer de la reflexión un método habitual en su enseñanza para prevenir errores comunes representados por profesores en la sala de clases.
This study discusses the outcomes of a qualitative research, which engaged a pre-service teacher as the teacher-researcher (T-R) in an Action Research (AR) design at a school in Santiago, Chile. The aim of this study was to explore the benefits of Collaborative Action Research (CAR) as a practice to foster the inclusion of speaking skills in Chilean EFL classrooms. The T-R used journals as an instrument to reflect on his teaching and speaking practices which were applied at the school. Those speaking practices were obtained from two group interviews with pre-service teachers from a Chilean university, who were the collaborators of this study, as well as the mentor teacher (M-T) from the school where the T-R was doing his practicum. The findings showed that the practices obtained in the group interviews encouraged students’ participation and interaction during classes. In addition, the T-R was able to perceive the importance of reflection on the practices in order to make changes and improvements in his teaching. Collaboration among peers, which was represented in the group interviews, allowed us to recognize our strengths and improve our weaknesses when teaching. Finally, this study suggests that all teachers should share their experiences, opinions, feelings, or thoughts with their colleagues in order to implement collaboration, and make reflection a common method in their teaching to prevent common errors committed by teachers in the classroom.
This study discusses the outcomes of a qualitative research, which engaged a pre-service teacher as the teacher-researcher (T-R) in an Action Research (AR) design at a school in Santiago, Chile. The aim of this study was to explore the benefits of Collaborative Action Research (CAR) as a practice to foster the inclusion of speaking skills in Chilean EFL classrooms. The T-R used journals as an instrument to reflect on his teaching and speaking practices which were applied at the school. Those speaking practices were obtained from two group interviews with pre-service teachers from a Chilean university, who were the collaborators of this study, as well as the mentor teacher (M-T) from the school where the T-R was doing his practicum. The findings showed that the practices obtained in the group interviews encouraged students’ participation and interaction during classes. In addition, the T-R was able to perceive the importance of reflection on the practices in order to make changes and improvements in his teaching. Collaboration among peers, which was represented in the group interviews, allowed us to recognize our strengths and improve our weaknesses when teaching. Finally, this study suggests that all teachers should share their experiences, opinions, feelings, or thoughts with their colleagues in order to implement collaboration, and make reflection a common method in their teaching to prevent common errors committed by teachers in the classroom.
Notas
Tesis (Profesor de Inglés, Licenciado en Educación)
Palabras clave
Profesores de Inglés, Investigaciones, Chile, Investigación-Acción en Educación