Perceptions of secondary english teachers, between five and eight years of experience, in relation to the quality of their initial teacher education and the applicability of methodological strategies acquired to the educational reality of secondary schools in the province of ConcepciĆ³n
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Date
2013
Authors
Profesor/a GuĆa
Facultad/escuela
Idioma
es
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad AndrƩs Bello
Nombre de Curso
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Abstract
Este estudio aspira a describir la percepciĆ³n de los profesores de InglĆ©s de enseƱanza media en relaciĆ³n a la calidad de su formaciĆ³n inicial docente y la aplicabilidad de las estrategias metodolĆ³gicas adquiridas a la realidad educacional de los colegios secundarios de la provincia de ConcepciĆ³n. Los ocho participantes se graduaron de universidades privadas de la regiĆ³n del BĆo- BĆo y han enseƱado entre cinco y ocho aƱos.
El mĆ©todo de recolecciĆ³n de informaciĆ³n pertenece al enfoque cualitativo de tipo descriptivo que permite tener una visiĆ³n mĆ”s amplia de las caracterĆsticas que describen la percepciĆ³n de los profesores en tĆ©rminos de sus fortalezas y debilidades de su formaciĆ³n inicial docente. Este enfoque permite investigar la realidad y dar paso a la descripciĆ³n en profundidad de la percepciĆ³n de los docentes sobre la aplicabilidad de las metodologĆas adquiridas a sus aulas.
Los resultados indican que la principal fortaleza de la educaciĆ³n de los profesores es el componente idiomĆ”tico, sin embargo, la principal debilidad es la falta de contextualizaciĆ³n de las metodologĆas enseƱadas en las aulas universitarias. Estos hallazgos pretenden ser una contribuciĆ³n a la calidad de la formaciĆ³n inicial docente desde la mirada de sus protagonistas en sus diversos contextos educativos.
This study aims to describe the perceptions of secondary English teachers in relation to the quality of their initial teacher education and the applicability of the methodological strategies acquired to the educational reality of secondary schools in the province of ConcepciĆ³n. The eight participants involved in this research have taught English between five and eight years in secondary schools of ConcepciĆ³n and they all have graduated from private universities of the BĆo BĆo region. The methods to collect information belong to a qualitative approach and a descriptive focus; this allows having a broader picture of the features that describe teachersā perceptions in terms of strengths and weaknesses of their initial teacher education. A qualitative approach permits investigating teachersā reality, thus allowing the description in depth of teachersā perceptions about the applicability in their classrooms of the methodological strategies acquired. The findings of the study indicate that the main strengths of teacher education is the language component, however the main weakness is the lack of contextualization of the methodologies taught in university classrooms. These findings intend to be a contribution to the quality of the initial teacher education from the protagonistsā perspectives of their diverse school contexts.
This study aims to describe the perceptions of secondary English teachers in relation to the quality of their initial teacher education and the applicability of the methodological strategies acquired to the educational reality of secondary schools in the province of ConcepciĆ³n. The eight participants involved in this research have taught English between five and eight years in secondary schools of ConcepciĆ³n and they all have graduated from private universities of the BĆo BĆo region. The methods to collect information belong to a qualitative approach and a descriptive focus; this allows having a broader picture of the features that describe teachersā perceptions in terms of strengths and weaknesses of their initial teacher education. A qualitative approach permits investigating teachersā reality, thus allowing the description in depth of teachersā perceptions about the applicability in their classrooms of the methodological strategies acquired. The findings of the study indicate that the main strengths of teacher education is the language component, however the main weakness is the lack of contextualization of the methodologies taught in university classrooms. These findings intend to be a contribution to the quality of the initial teacher education from the protagonistsā perspectives of their diverse school contexts.
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Tesis (MagĆster en EnseƱanza del InglĆ©s como Lengua Extranjera)
Keywords
EnseƱanza, InglĆ©s, Investigaciones, Profesores de InglĆ©s, FormaciĆ³n Profesional, Chile, ConcepciĆ³n, RegiĆ³n del BĆo-BĆo