Pregrado

Permanent URI for this communityhttp://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/1646

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Influence of intrapersonal and interpersonal intelligences on In-service English teachers’ identity construction
(Universidad Católica Luis Amigó, 2020-06-18) Romero Montoya, Tatiana; Rodríguez Arango, Erika María; Abad, José Vicente
This research study was carried out in order to explain the influence that intrapersonal and interpersonal intelligence have on teachers’ identity construction, in Antioquia. Four teachers from private schools participated in an interview via Google Forms. Participants completed the interview, which was divided into three categories: Intrapersonal Intelligence, Interpersonal Intelligence and Teaching Identity. The data analysis was carried out through a categorization and coding of the interviews. The findings, the discussion and the conclusions were the result of a matrix where everything was structured in such a way that the problematic question was answered, giving account of several subcategories such as emotional recognition, expectations regarding oneself, handling of internal and external conflicts, interaction with students and the educational community in general, self-concept, ideals against teaching and the identity crisis. The authors suggest that these factors be explicitly addressed in English teacher's professional development.
Pre-service Language Teacher Identity: An Interpretation Based on Gender Stereotypes
(Universidad Católica Luis Amigó, 2020) Londoño, María Camila; Duque Monsalve, Josué; Abad, José Vicente
This narrative research project presents an interpretation of gender stereotypes and how they influence language teacher identity construction. Two pre-service teachers who were completing the last semester of their English Teaching program at the University Luis Amigó in Medellin were both researchers and participants. This self-study project was done through narratives framed within an interpretive constructivist paradigm. Qualitative data were collected about the participant’s experiences and their stereotypical positions in different educational contexts. Besides, it was divided in four main categories that emerged from the narrative. The findings indicated that gender stereotypes have deeply influenced language teachers’ identity. Finally, gender is a paramount factor that influences both men and women. Men are often treated as though they were not adequate to teach young children. However, men are favored when it comes to classroom management, especially in high school, unlike women, who seem to struggle with adolescents because of their presumed lack of authority.
Teacher Identity in the Resolution of Teacher-Student Conflicts: A Literature Review
(Universidad Católica Luis Amigó, 2020-06-18) Salgado Zapata, Oscar Mauricio; Abad, José Vicente
This literature review covers a time range from 2002 to 2013 and the main countries participating were USA, Colombia, Mexico and some from Europe. This project aimed at exploring how teacher identity can influence the resolution of teacher-student conflicts in the classroom. This paper also intends to settle ideas around conflict, as it is necessary to explore it from different perspectives to better understand how it plays out in the field of teaching. Conflict involves multiple shades of manifestation and treatment; the transformation it awards may result in a coexistence that will determine the quality of the relation between teachers and students, thus impacting the quality of education itself. The document analysis led to the conclusion that teacher identity plays the most important role in addressing conflict when it gets into the classroom. Evidently, the way teachers deal with it will help to construct or destruct, to humanize or dehumanize students.

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Browsing Pregrado by Author "Abad, José Vicente"