Formadores de profesores de inglés y sus actitudes hacia la investigación educativa

Autores/as

  • Patricia Núñez Mercado Universidad Veracruzana
  • Oscar Manuel Narvaez Trejo Universidad Veracruzana
  • Carolina Reyes Galindo Universidad Veracruzana

DOI:

https://doi.org/10.54167/qvadrata.v4i7.959

Palabras clave:

actitudes, educación superior, enseñanza del inglés, formación de investigadores, formación de profesores

Resumen

Hoy en día, el desarrollo de habilidades investigativas en programas de formación docente es considerado de gran valor. Por ello, este estudio mixto tuvo como objetivo examinar las actitudes de docentes de un programa de formación de profesores de inglés en México hacia la investigación educativa y su participación en la misma. Una muestra de la población docente respondió la escala TASTER (Ilhan et al.), y los datos cualitativos emanaron de entrevistas a 6 profesores. Los hallazgos sugieren que los participantes reconocen el valor de la investigación educativa, no así claramente su necesidad o aplicabilidad. Asimismo, se identificaron barreras que les impiden involucrase de lleno en la investigación, resultando en una falta de cultura de investigación en este contexto.

Biografía del autor/a

Patricia Núñez Mercado, Universidad Veracruzana

Is a full-time teacher at the School of Languages, University of Veracruz (Mexico). She holds an MA in TEFL (University of Veracruz) and a PhD in Applied Linguistics in ELT (University of Southampton, England). Her research interests are in academic literacy in Higher Education, English language teaching and learning processes, and research training processes, from which several projects have been developed, and from which progress and findings have been presented at national and international conferences, and several chapter books, articles and books have been published

Oscar Manuel Narvaez Trejo, Universidad Veracruzana

Is a full-time professor at the School of Languages, University of Veracruz (Mexico) and coordinator of its MA in Teaching English as a Foreign Language program. He holds a PhD from Kent University, UK. His research interests relate to the perceptions of educational actors about the training processes of English teachers, from which various talks have been presented in national and international conferences. Dr. Narváez Trejo has published books, book chapters and articles, products from his research projects

Carolina Reyes Galindo, Universidad Veracruzana

Is an English teacher at middle and high school levels. She holds a BA in English Language by the University of Veracruz (Mexico) and is currently studying the MA in Teaching English as a Foreign Language at the same university. She is a researcher assistant who has participated in several conferences as a speaker. Her research interests relate to educational actors´ perspectives on research training at higher education and the development of Higher Order Thinking Skills in teacher education. She co-authored a book chapter and published her BA dissertation.

Citas

Allison, Desmond, and Julia Carey. “What Do University Language Teachers Say about Language Teaching Research?” TESL Canada Journal, vol. 24, no. 2, June 2007, p. 61, https://doi.org/10.18806/tesl.v24i2.139.

Banegas, Darío Luis. “Towards Understanding EFL Teachers’ Conceptions of Research: Findings from Argentina.” Profile: Issues in Teachers´ Professional Development, vol. 20, no. 1, Jan. 2018, pp. 57–72, https://doi.org/10.15446/profile.v20n1.61881.

Borg, Simon. “Research education as an objective for teacher learning.” The Role of Research in Teacher Education, edited by Briony Beaven, and Simon Borg, IATEFL, 2003, pp. 41-48.

Borg, Simon. “Language teacher research engagement.” Language Teaching, vol. 43, no. 4, Aug. 2010, pp. 391–429. https://doi.org/10.1017/S0261444810000170.

Burns, Anne, and Anne Westmacott. “Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers.” Profile: Issues in Teachers´ Professional Development, vol. 20, no. 1, Jan. 2018, pp. 15–23, https://doi.org/10.15446/profile.v20n1.66236.

Busseniers, Paula, et al. “Teachers and research at the School of Languages, Universidad Veracruzana.” Variaciones sobre un mismo tema: la investigación sobre lenguas extranjeras, edited by Bertha Cecilia Murrieta Cervantes et al., Universidad Veracruzana, 2010, pp. 100-112.

Craney, Chris, et al. “Cross-Discipline Perceptions of the Undergraduate Research Experience.” The Journal of Higher Education, vol. 82, no. 1, 2011, pp. 92–113, https://doi.org/10.1353/jhe.2011.0000.

Creswell, John W. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. 3rd ed., Sage Publications, 2012.

Creswell, John W., and J. David Creswell. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 5th ed., Sage Publications, Inc, 2018.

Gillham, Bill. Research Interviewing. The Range of Techniques. Open University Press, 2005.

Haberfellner, Christina, and Thomas Fenzl. “The utility value of research evidence for educational practice from the perspective of pre-service student teachers in Austria - A qualitative exploratory study.” Journal for educational research online, vol. 9, no. 2, 2017, 69-87. https://doi.org/10.25656/01:14897.

Ilhan, Nail, Zeynel Abidin Yilmaz, and Hülya Dede. "Attitudes of Pre-Service Science Teachers Towards Educational Research and Their Science Teaching Efficacy Beliefs in Turkey." Journal of Baltic Science Education, vol.14, no.2, 2015, 183-193. https://doi.org/10.33225/jbse/15.14.183.

Kuh, George D., et al. Connecting the dots: Multifaceted analysis of the relationships between student engagement results from the NSSE and the institutional practices and conditions that foster students’ success. Bloomington, 2007.

Kutlay, Nesrin. “A Survey of English Language Teachers’ Views of Research.” Procedia - Social and Behavioral Sciences, vol. 70, Jan. 2013, pp. 188–206, https://doi.org/10.1016/j.sbspro.2013.01.055.

Laursen, Sandra, et al. Undergraduate Research in the Sciences: Engaging Students in Real Science. Jossey-Bass, 2010.

Luu, Bich Ngoc, et al. “English lecturers’ perceptions and practices of research engagement: The case of Can Tho University.” Can Tho University Journal of Science, vol. 54, no. 2, 2018, 122-130. https://doi.org/10.22144/ctu.jen.2018.016.

McNamara, Olwen. Becoming an Evidence-Based Practitioner: A Framework for Teacher-Researchers. Routledge/ Falmer, 2002.

Myers, Joy, et al. “Examining Perspectives of Faculty and Students Engaging in Undergraduate Research.” Journal of the Scholarship of Teaching and Learning, vol. 18, no. 1, Feb. 2018, 136-149. https://www.researchgate.net/publication/323129055_Examining_perspectives_of_faculty_and_students_engaging_in_undergraduate_research.

AUTOR, et al. Writing an EFL Research Report: a handbook for beginners. Universidad de Quintana Roo, 2017.

Prosser, Michael, and Keith Trigwell. “Qualitative Variation in Approaches to University Teaching and Learning in Large First-Year Classes.” Higher Education, vol. 67, no. 6, Nov. 2013, pp. 783–95, https://doi.org/10.1007/s10734-013-9690-0.

Rahimi, Masoud, and Hiwa Weisi. “The Impact of Research Practice on Professional Teaching Practice: Exploring EFL Teachers’ Perception.” Cogent Education, edited by Yaser Khajavi, vol. 5, no. 1, May 2018, https://doi.org/10.1080/2331186x.2018.1480340.

Rodríguez Fiallos, José Luis, et al. “Una didáctica para el desarrollo de las competencias investigativas del profesional en formación inicial y permanente.” Revista Cubana de Educación Superior, vol. 37, no. 1, 2018, 162-170. http://www.rces.uh.cu/index.php/RCES/article/view/201/244.

Sato, Masatoshi, and Shawn Loewen. “Do Teachers Care about Research? The Research–Pedagogy Dialogue.” ELT Journal, vol. 73, no. 1, Nov. 2018, pp. 1–10, https://doi.org/10.1093/elt/ccy048.

Verburgh, An, and Jan Elen. “The Role of Experienced Research Integration into Teaching upon Students' Appreciation of Research Aspects in the Learning Environment.” International Journal of University Teaching and Faculty Development, vol. 1, no. 4, 2011, 1-14, https://limo.libis.be/primo-explore/fulldisplay?docid=LIRIAS1939116&context=L&vid=Lirias&search_scope=Lirias&tab=default_tab&fromSitemap=1.

Vereijken, Mayke W. C., et al. “Fostering First-Year Student Learning through Research Integration into Teaching: Student Perceptions, Beliefs about the Value of Research and Student Achievement.” Innovations in Education and Teaching International, vol. 55, no. 4, Nov. 2016, pp. 425–32, https://doi.org/10.1080/14703297.2016.1260490.

Webber, Karen L., et al. “Student and Faculty Member Engagement in Undergraduate Research.” Research in Higher Education, vol. 54, no. 2, Dec. 2012, pp. 227–49, https://doi.org/10.1007/s11162-012-9280-5.

Wellington, Jerry J. Educational Research : Contemporary Issues and Practical Approaches. London, Bloomsbury Academic, 2015.

Descargas

Publicado

2022-06-27

Cómo citar

Núñez Mercado, P., Narvaez Trejo, O. M., & Reyes Galindo, C. (2022). Formadores de profesores de inglés y sus actitudes hacia la investigación educativa. QVADRATA. Estudios Sobre educación, Artes Y Humanidades, 4(7), 13–36. https://doi.org/10.54167/qvadrata.v4i7.959

Artículos similares

<< < 1 2 3 4 5 6 7 8 9 10 > >> 

También puede Iniciar una búsqueda de similitud avanzada para este artículo.