Licenciatura en Lenguas Extranjeras con énfasis en Inglés

Permanent URI for this collectionhttp://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2604

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Control of Emotions in Language Teacher Identity Construction
(Universidad Católica Luis Amigó, 2021) Betancur Escobar, Sara María; Altamiranda Ubaldo , Andres Felipe; Abad Olaya, José Vicente
This paper aimed to determine how pre-service language teacher’s emotions influence the construction of their teaching identity. Specifically, this research project sought to register strategies used by these teachers to control their emotions in relation to their teaching practice. To develop this research, researchers selected four pre-service language teachers from Universidad Católica Luis Amigó (Medellín). To collect the necessary data, two instruments were used: A problem tree which was developed through (Jamboard, 2021) in order to record strategies and deficiencies regarding pre-service teachers’ ability to manage their emotions; and a focus group, which was mediated through (Meet, 2021) to record challenging teaching experiences participants had and how they overcame them. The data point to the three main conclusions (1) pre-service language teacher’ emotions can change easily during the practicum process; (2) teaching experiences are highly influenced by teacher’s context and beliefs; and (3) interacting with other people is one of the best strategies to control negative emotions in the classroom.
Critical Thinking Strategies to Reduce Academic Stress Levels in Pre-service English Teachers
(Universidad Católica Luis Amigó, 2023) Gutiérrez Coy , Valeria; Gallego, Daniel; Rincón, Santiago; Abad Olaya, José Vicente
This research project addresses the issue of academic stress among pre-service English teachers. Academic stress, which stems from the demands and expectations of both school and work environments, can have a negative impact on student’s mental health and academic performance. As a cognitive skill, critical thinking allows individuals to analyze, evaluate, and synthesize information objectively and rationally, so it plays a vital role in problem-solving and decision-making. This study aims to analyze the effects of critical thinking strategies on pre-service English teachers’ academic stress levels. The research follows an interpretive paradigm and utilizes a co-constructed autoethnography methodology. Data was collected through a stress measurement test, teachers’ journals, and collaborative dialogue. The findings of this study contribute to understanding how critical thinking strategies can assist pre-service English teachers in managing academic stress effectively.
Emotions of University Student Teachers Towards Learning English from a Literacy Perspective
(Universidad Católica Luis Amigó, 2023) Pérez Mazo , Ana María; Ramírez Sánchez, Susana; Saldarriaga Arcila , Catalina; Abad Olaya, José Vicente
This research project aimed to analyze the emotions of a group of Mexican student teachers towards learning English from a literacy perspective. The participants were 90 students of the bachelor's degree in foreign languages of the B1 course of English at the University of Colima in Mexico; the methodology implemented was a case study. The data were collected through three instruments: a questionnaire, observation guides and a descriptive inventory of literacy materials. As a result of this research, we found that the adequate use of different literacy strategies and materials generates a positive emotional response from students and contributes to their English learning process. Further, there is a relationship between the literacy materials supplied by schools and the literacy strategies implemented by teachers in the English classroom. Finally, we draw some conclusions about the use of literacy materials and strategies and students' emotions in the English learning process and made some recommendations on how to approach future research on this topic.
Influence of Cooperating Teacher’s Beliefs in the Overcoming of the Student Teachers’ Practicum Identity Crisis regarding Classroom Management
(Universidad Católica Luis Amigó, 2020) Marulanda Sánchez, Diana Marcela; Bernal Orozco, Faber Johan; Rendón Hurtado, Andrés Felipe; Grisales Ortiz, Andres Camilo; García Gómez, Mateo; Abad Olaya, José Vicente
This paper aims to report on how student teachers can be permeated by a practicum identity crisis in their teacher training process regarding classroom management. Furthermore, this research project sheds light on how cooperating teacher’s classroom management beliefs can help to overcome those crises experienced by student teachers from a private university of Medellín, Colombia. The methodology used to carry out this study had an interpretative approach. To collect the data researchers applied two different instruments: self-study narratives, which were developed by 5 student teachers of the English teaching program, and a semi-structured interview, which was carried out by a cooperating teacher. The findings showed that during the practicum process student teachers experienced some crises due to the clashes that emerge from the theory learned at the university and the practice developed in the school’s reality. Moreover, the participants claimed that the cooperating teacher’s classroom management beliefs transformed their own beliefs, allowing them to reconstruct their teacher’s identity and overcome some identity crises by reflecting upon their teaching practices and perspectives regarding classroom management and, therefore, increasing their teacher efficacy.
Pre-service teacher identity construction from a familial coexistence perspective
(Universidad Católica Luis Amigó, 2021-06-18) Hachi Morocho, Monica Estefania; Ríos Macias, Gabriel Jaime; Abad Olaya, José Vicente
Familial coexistence issues are a current problem that pre-service teachers might face during their teacher identity construction. Factors such as family coexistence, economy, health, and emotions can lead to struggles in teachers’ personal and professional identity. The construction of identity, nevertheless, is an ongoing process in which teachers can always change their beliefs and, behaviors in order to improve their teaching performance, in light of different aspects such as the social context, the place where they work, and the people who surround them. The project was made using an autobiographical method in which the pre/service teachers lead the investigation and were the participants themselves. Two main conclusions were the difference between cohabitation and coexisting; In addition, the importance of having both parents’ perspectives when making decisions. This document reviews the influence that family has on pre-service teacher identity construction. The factors that familial coexistence bring to the pre-service teachers’ identity construction during the career process and, later on in their professional field.

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