Browsing by Author "Abad Olaya, José Vicente"

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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.
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.
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.
Instrucción en Estrategias Metacognitivas y Escritura Colaborativa: La Conciencia Metacognitiva y la Calidad de la Escritura de Estudiantes de Inglés como Lengua Extranjera
(Universidad Católica Luis Amigó, 2022) Arango Salazar, María Fernanda; Abad Olaya, José Vicente
Este estudio de caso tuvo como objetivo analizar el impacto que tiene la Instrucción en Estrategias Metacognitivas (IEM) en el desarrollo de la conciencia metacognitiva y la calidad de la escritura colaborativa de estudiantes de undécimo grado. Participaron nueve estudiantes de un curso de escritura académica de siete semanas que incluyó seis lecciones de 90 minutos enmarcadas en la enseñanza de estrategias metacognitivas. Antes y después de la intervención pedagógica, se administró el Inventario de Conciencia Metacognitiva (ICM) y se aplicaron pruebas de escritura colaborativa derivadas del examen IELTS. Finalizado este proceso, se realizó un grupo focal con cuatro estudiantes y una entrevista con una estudiante. Los resultados mostraron que tras recibir la IEM las estudiantes mejoraron su vocabulario y cohesión en los ejercicios de escritura colaborativa. Además, desarrollaron ligeramente su conciencia y regulación metacognitiva, especialmente su conocimiento declarativo y sus habilidades de planificación y evaluación. Sin embargo, seis de las nueve estudiantes reportaron una disminución en habilidades metacognitivas tales como el conocimiento procedimental y la capacidad para monitorear la comprensión. Este artículo concluye con una apreciación del rol que juega la metacognición en los procesos de escritura académica, incluso de colaboración.
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.
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.
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.
School Culture and its Relation to Student Teachers' Identity Construction and Survival Teaching Practices
(Universidad Católica Luis Amigó, 2021) Arango Zuleta, Isabel; Ríos Gallego, Juan Pablo; Londoño Orozco, Eduard Andrés; Abad Olaya, José Vicente
This study searches for the effects of school culture over survival teaching practices and the teachers’ identity construction; because once student teachers face the school culture, what they believe and what they are asked to do may differ, and with this to start to construct their teachers’ identity with survival teaching bases. This study aims to analyze the effect(s) of school culture on student teachers’ survival teaching practices and thereby on their teacher identity construction. The participants of this study were two student teachers from last semester coursing practicum four; one from public school and one from private school. For data collection researches used semi structured narratives. The data was classified using color-coding. Then the narratives were divided into main categories as initial categorization. Finally, researchers wrote some interpretations. Researchers found that survival teaching actions were applied to fit in the school culture; although student teacher still held on to their beliefs, because those participants showed that they were aware and concerned about what they did, but acted in line with the school requirements in order to fit in.
The sounds of english : theory and practice for Latin American Speakers
(Fondo Editorial Universidad Católica Luis Amigó, 2020-01-30) Abad Olaya, José Vicente; Taborda, Luisa Fernanda; Abad Olaya, José Vicente; Cano, Jorge
¿hablas inglés? La mayoría de las personas hacen esta pregunta cuando quieren saber si te puedes comunicar en este idioma. Al hacerlo evidencian la generalizada tendencia a igualar nuestra habilidad para hablar con nuestra total competencia comunicativa. Paradójicamente, para la mayoría de los aprendices de inglés como lengua extranjera e inglés como segunda lengua, hablar es la habilidad que mayor reto representa y la última que logran desarrollar completamente. La renuencia de los estudiantes latinoamericanos para hablar inglés comúnmente se reduce a su temor de pronunciarlo mal. Ellos rápidamente aprenden que la pronunciación del inglés no corresponde con la forma como se escribe. Sin embargo, la mayoría de los estudiantes que un gran número de sonidos del inglés no existen en el español y que deben ser aprendidos para poder pronunciar el inglés adecuadamente. El objetivo de escribir este libro es ayudar a los latinoamericanos que estudian inglés, especialmente principiantes y docentes de inglés que están en sus prácticas, no sólo a pulir su pronunciación si no también adquirir los elementos necesarios para enseñarlo. Con ese propósito este libro ofrece a sus lectores la teoría y la práctica esencial de la pronunciación de los sonidos del inglés y los contrasta con aquellos del español. Aunque inicialmente se pensó en que fuera usado en el aula de clase, este libro también puede ser utilizado para autoestudio por aprendices con un nivel de suficiencia de B1 (intermedio) o superior.