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Search Results: 1 - 10 of 8833 matches for " Adriana; Moncada "
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On Alternative and Additional Certifications in English Language Teaching: The Case of Colombian EFL Teachers' Professional Development*
González Moncada,Adriana;
íkala, Revista de Lenguaje y Cultura , 2009,
Abstract: national policies for english-spanish bilingualism require the availability of more and better prepared efl teachers in colombia. this paper critically analyzes the use of two international models of teacher development that play the role of alternative and additional certifications for elt professionals in the country. through the review of literature in the field, the author argues that the current promotion of the use of the in-service certificate in english language teaching (icelt) and the teaching knowledge test (tkt) as additional and alternative teaching certifications may represent some forms of standardization, exclusion, inequality, and businessification in the professional development of efl teachers. conclusions suggest the need for more critical voices from teacher educators, better communication strategies among different educational actors and the construction of a more pluralistic view of the professional development of efl teachers that values local knowledge.
On Materials Use Training in EFL Teacher Education: Some Reflections
González Moncada,Adriana;
Profile Issues in Teachers` Professional Development , 2006,
Abstract: this paper reports on the findings of a case study carried out at universidad de antioquia as well as explores training on materials use in our teacher preparation program and its effectiveness in the practicum. the data analyzed suggest that, although teacher educators having new approaches to train future teachers in materials use, they still need to revise the way they include this component in teacher preparation curricula. training in the use of materials should include their use in settings with limited resources as well as those with greater possibilities in technical and non-technical materials. lastly, the author raises awareness about the need to include materials use as an issue in local and national efl teacher education agendas.
Abstract
Adriana González Moncada
íkala, Revista de Lenguaje y Cultura , 2009,
Abstract:
On Materials Use Training in EFL Teacher Education: Some Reflections
González Moncada Adriana
Profile Issues in Teachers` Professional Development , 2006,
Abstract: This paper reports on the findings of a case study carried out at Universidad de Antioquia as well as explores training on materials use in our teacher preparation program and its effectiveness in the practicum. The data analyzed suggest that, although teacher educators having new approaches to train future teachers in materials use, they still need to revise the way they include this component in teacher preparation curricula. Training in the use of materials should include their use in settings with limited resources as well as those with greater possibilities in technical and non-technical materials. Lastly, the author raises awareness about the need to include materials use as an issue in local and national EFL teacher education agendas. Key words: Materials use, training, teacher education, practicum Este artículo presenta los resultados de un estudio de caso llevado a cabo en la Universidad de Antioquia en el que se exploró la capacitación que damos a nuestros estudiantes de pregrado en el uso de materiales y su efectividad en la Práctica Docente. El análisis de los datos sugiere que a pesar del avance en la forma como los formadores de docentes tratamos el uso de los materiales, se hace necesaria una revisión de la forma cómo los estudiantes son expuestos a este uso. La formación en el uso de los materiales debe incluir contextos escolares en los que haya recursos limitados y aquellos donde haya mayores posibilidades en materiales técnicos y no técnicos. Finalmente, la autora llama la atención sobre la necesidad de incluir el uso de los materiales como un punto en las agendas de formación de docentes a nivel local y nacional. Palabras claves: Uso de materiales, entrenamiento, formación docente, práctica docente
On Materials Use Training in EFL Teacher Education: Some Reflections Acerca de la capacitación en el uso de los materiales en la formación para la ense anza del inglés como lengua extranjera: Algunas reflexiones
Adriana González Moncada
Profile Issues in Teachers` Professional Development , 2006,
Abstract: This paper reports on the findings of a case study carried out at Universidad de Antioquia as well as explores training on materials use in our teacher preparation program and its effectiveness in the practicum. The data analyzed suggest that, although teacher educators having new approaches to train future teachers in materials use, they still need to revise the way they include this component in teacher preparation curricula. Training in the use of materials should include their use in settings with limited resources as well as those with greater possibilities in technical and non-technical materials. Lastly, the author raises awareness about the need to include materials use as an issue in local and national EFL teacher education agendas. Este artículo presenta los resultados de un estudio de caso llevado a cabo en la Universidad de Antioquia en el que se exploró la capacitación que damos a nuestros estudiantes de pregrado en el uso de materiales y su efectividad en la Práctica Docente. El análisis de los datos sugiere que a pesar del avance en la forma como los formadores de docentes tratamos el uso de los materiales, se hace necesaria una revisión de la forma cómo los estudiantes son expuestos a este uso. La formación en el uso de los materiales debe incluir contextos escolares en los que haya recursos limitados y aquellos donde haya mayores posibilidades en materiales técnicos y no técnicos. Finalmente, la autora llama la atención sobre la necesidad de incluir el uso de los materiales como un punto en las agendas de formación de docentes a nivel local y nacional.
Retos y Posibilidades de la Ense?anza del Inglés Basada en Contenidos en la Educación Superior: Visión de Los Docentes en una Experiencia en Colombia
González Moncada,Adriana; Sierra Ospina,Nelly;
Núcleo , 2008,
Abstract: teaching english at the university level is a priority for many countries. new methodologies focus on the teaching of english for academic purposes (eap) and content-based teaching as ways to avoid the separation of learning the language from learning academic competence. this multi-site case study shows how two groups of university faculty, i.e., efl and content specific professors, worked collaboratively to teach undergraduate content courses in english. data collection included class observations, questionnaires, focus group sessions, in-depth interviews and english tests. data analysis allowed the researchers to conclude that teaching english in university settings is an academic challenge because it requires new forms of organization for faculty work and curriculum, more resources and the administrators? support to carry out cross-disciplinary work. however, it also offers several possibilities, such as faculty collaborative work as well as better opportunities for the acquisition of academic and linguistic competences for students.
Primer registro de Aedes albopictus (Skuse) en Venezuela: Importancia como vector de Dengue y acciones a desarrollar
Navarrro,Juan-Carlos; Zorrilla,Adriana; Moncada,Nelson;
Boletín de Malariología y Salud Ambiental , 2009,
Abstract: aedes albopictus (skuse), an important dengue vector but also and other 21 viruses, is for the first time recorded in venezuela as invasive and public health importance species. the specimens were collected in the south general cemetery, west caracas during march 2009, in flower vases under sunlight exposure and with abundant organic detritus. the associated species were in order of abundance: culex corniger, aedes aegypti and toxorhynchites theobaldi, while in previous sampling in february 2009, we have collected cx. quinquefasciatus and cx. corniger, suggesting a possible species succession. as the first report in venezuela of a few specimens, we are unaware of introduction and spread status. reported experience in usa, suggest the possibility of additional introductions or rapid spread from a single focus previous to its species establishment. with this report, we suggest strategies for studies in order to define the status of this introduction, the detection design and a control campaign by central and regional governmental health institutions along with venezuelan academic research institutes.
Tomorrow's EFL teacher educators
González Moncada,Adriana; Quinchía Ortiz B,Diana Isabel;
Colombian Applied Linguistics Journal , 2003,
Abstract: teacher education programs are an important alternative to raise standards in the teaching of english as a foreign language (efl). however, there are few studies that have explored the roles of teacher educators in this setting. three main research questions guided this study: what actions have teachers taken to attain their professional objectives as efl teachers? what experience have they had in professional development programs? what are the characteristics of an ideal teacher education program? this paper reports the findings concentrating on the ideal characteristics of an efl teacher educator analyzing the testimonies of teachers from public and private schools. the study used four focus groups sessions and a questionnaire as the main data collection techniques. the results suggest that issues such as knowledge of local realities, broad experience in teaching efl, command of the language, and experience in research are identified as the most desirable characteristics of efl teacher educators.
Teaching Reading Comprehension in English in a Distance Web-Based Course: New Roles for Teachers
Mu?oz Marín,Jorge Hugo; González Moncada,Adriana;
Profile Issues in Teachers` Professional Development , 2010,
Abstract: distance web-based learning is a popular strategy in elt teaching in colombia. despite of the growth of experiences, there are very few studies regarding teachers' participation in these courses. this paper reports preliminary findings of an on-going study aiming at exploring the roles that a teacher plays in an efl reading comprehension distance web-based course. data analysis suggests that teachers play new roles solving technical problems, providing immediate feedback, interacting with students in a non traditional way, providing time management advice, and acting as a constant motivator. the authors conclude that efl teachers require training for this new teaching roles and the analysis of web-based distance learning environments as an option under permanent construction that requires their active participation.
Teaching Reading Comprehension in English in a Distance Web-Based Course: New Roles for Teachers
Mu?oz Marín Jorge Hugo,González Moncada Adriana
Profile Issues in Teachers` Professional Development , 2010,
Abstract: Distance web-based learning is a popular strategy in ELT teaching in Colombia. Despite of the growth of experiences, there are very few studies regarding teachers’ participation in these courses. This paper reports preliminary findings of an on-going study aiming at exploring the roles that a teacher plays in an EFL reading comprehension distance web-based course. Data analysis suggests that teachers play new roles solving technical problems, providing immediate feedback, interacting with students in a non traditional way, providing time management advice, and acting as a constant motivator. The authors conclude that EFL teachers require training for this new teaching roles and the analysis of webbased distance learning environments as an option under permanent construction that requires their active participation. El aprendizaje a distancia con apoyo de la red se ha convertido en una estrategia popular en la ense anza del inglés en Colombia. A pesar de ser una experiencia en crecimiento, hay pocos estudios relacionados con la participación del docente en estos cursos. Este artículo presenta los hallazgos preliminares de un estudio que busca explorar los roles que un docente de inglés como lengua extranjera tiene en un curso de competencia lectora en un programa a distancia basado en la red. El análisis de los datos sugiere que los docentes enfrentan aspectos como la resolución de problemas técnicos, la provisión inmediata de retroalimentación, la interacción con los estudiantes en una forma no tradicional, la asesoría en el manejo del tiempo y el ser un motivador constante. Los autores concluyen que los docentes de inglés como lengua extranjera requieren formación para estos nuevos roles y el análisis de ambientes de aprendizaje a distancia como una opción en permanente construcción que demanda su participación activa.
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