Pregrados Restringidos RE

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Browsing Pregrados Restringidos RE by Author "Abad Olaya, José Vicente"

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    Génesis del maestro investigador en los semilleros de investigación
    (Universidad Católica Luis Amigó, 2020) Acevedo Tangarife, Isabel Cristina; Martínez Cano, Tomás; Regalado Chicaiza, Jennifer Daniela; Abad Olaya, José Vicente
    En un momento en que la formación en investigación ya no es una opción, sino un requisito legal para los programas de educación en Colombia, es preponderante evaluar la contribución de los semilleros de investigación a la formación de nuevos maestros investigadores. Para aportar a tal objetivo, se realizó el proyecto Génesis del Maestro Investigador en los Semilleros de Investigación. Este manuscrito corresponde a la sistematización de la experiencia de los estudiantes como auxiliares de investigación bajo la guía del investigador principal. El proyecto se centra en analizar la relación pedagógica entre los coordinadores de semillero de investigación y los estudiantes. La recopilación de datos incluyó entrevistas semiestructuradas con cuatro coordinadores y dos grupos focales con ocho estudiantes, todos ellos pertenecientes a semilleros de investigación del programa de licenciatura de inglés de la Universidad Católica Luis Amigó. Para finalizar, los investigadores llegan a una serie de conclusiones relacionadas con la naturaleza de los semilleros de investigación, la relación de mentoría que estos promueven y el papel que desempeñan en la preparación de nuevos maestros investigadores.
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    Management of Semilleros in the area of Language Teacher training: a comparative study
    (Universidad Católica Luis Amigó, 2024) Cataño Buritica, Joshua; Suescún Giraldo, Claudia Marcela; Abad Olaya, José Vicente
    Research Incubators are spaces for formative research with voluntary participation by students and coordinating teachers. They are important components in the research schemes of universities and are fundamental in the field of teacher training of any discipline. This paper intends to know the factors associated with educational management that affect the permanence of the Research Incubators in the area of language teacher training, in three universities in the department of Antioquia (Colombia). Using a qualitative research strategy and through a multiple case study, a group of nine participants, made up of students, coordinating teachers of research incubators and administrative staff were interviewed to know their perceptions about the factors that affect their management. The results highlight the importance of the articulation of endogenous and exogenous factors for the correct functioning of the research incubators, among which motivation, affectivity, participation in knowledge networks, and institutional funding, among others, stand out. In addition, conclusions and recommendations are presented for improving the management processes of these formative research spaces both internally and at an institutional level.
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    Pre-service teachers’ construction of identity as writers through collaborative writing strategies in an academic discourse class
    (Universidad Católica Luis Amigó, 2020) Giraldo Vélez, Juan Felipe; Hernández Gómez, Juan Guillermo; Abad Olaya, José Vicente
    This project aimed to determine the influence of Collaborative Academic Writing Strategies (CAWS) employed in an academic discourse class on the identity construction of a group of pre-service teachers as writers. To gather the necessary data for this study, two different techniques were applied: an observation of three groups in class and a semi-structured interview applied to two participants of the course. To analyze the data, researchers employed the following categories: (1) influence of writers' self-assessment on collaborative writing, (2) motivation to improve their collaborative writing skills, (3) the benefits of collaborative writing in the academic discourse class. The results showed that during the research the participants experienced motivation to work in collaboration with their groups, in which they delegated different tasks to contribute to collaborative writing and teamwork. The CAWS helped pre-service English teachers overcome frustration in their identity construction as writers. Furthermore, the participants expressed good feelings towards academic writing and appreciation for collaborative writing in the academic discourse class.