Browsing by Author "Abad Olaya, Jose Vicente"

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Familial coexistence issues in pre-service teachers identity construction
(Universidad Católica Luis Amigó, 2020) Arango Patiño, Maria Isabel; Marín Herrón, Maria Alejandra; Saavedra Castaño, Paula Alejandra; Alvarez Castaño, Eliana Lizeth; Sánchez Pabón, Laura Fernanda; Abad Olaya, Jose Vicente
This research project is aimed to know the influence of familial coexistence issues in pre-service teachers' identity construction. The participants were four students of the Bachelor's Degree in English Teaching at Universidad Católica Luis Amigó. The methodology implemented for this research study was a narrative inquiry. The data were collected in a virtual way through narratives, which were divided into three main categories: problems, impact, and strategies. As a result of this process, we found out that (1) familial coexistence issues that student teachers face daily have an impact in their teaching identity and professional life; (2) family problems influence both positively and negatively student teachers' identity construction; and (3) the strategies that pre-service teachers apply in order to face their family problems can positively influence their teaching identity and professional life. Finally, we draw some conclusions about the influence of this research project in the teaching identity field and also make make recommendations about how to approach future research on this topic.
The influence of motivation on the teaching performance and identity construction of an EFL Student Teacher
(Universidad Católica Luis Amigó, 2023) Pérez Grajales, Angie Viviana; Abad Olaya, Jose Vicente
This research project explores the influence of motivation on the teaching performance and identity construction of an English as a Foreign Language (EFL) student teacher. Using autoethnography as the chosen methodology, the study focuses on one private university in Medellín, Colombia, and the Colombo Americano Downtown Center as the primary contextual settings. The sole participant in this research is the researcher herself. Three key findings emerged from the study: Firstly, the participant’s motivation was evident in her choice of English as a career and her willingness to persist despite occasional lack of complete motivation, driven by familial expectations. Secondly, levels of anxiety and confidence varied based on three main factors. Lastly, two types of influences on motivation were identified: immediate and distant. In conclusion, in light of the self-development theory, motivation was found to be a dynamic element influenced by rewards, punishment, ego-following (Niemiec & Ryan, 2009), and job opportunities related to the chosen career path.
Reading Identity Construction: Teacher Educator’s Influence on Student-Teachersv
(Universidad Católica Luis Amigó, 2021-06) Alzate Durango, María Isabel; Herrera Idárraga, María Camila; Abad Olaya, Jose Vicente
Abstract This research aimed to determine the influence of language teacher educators’ identity as readers on the construction of student-teachers identity as readers. Taking an ethnographic approach, researchers applied six semi-structured interviews to gather the data for this study; three of them were for teacher educators, and the other three were for student-teachers. To analyze the data, the following categories were used: (1) reading as a transformative skill, (2) reading’s personal and social dimension, (3) teachers as an essential key to having success in promoting reading habits. The findings showed that reading brings many positive contributions to teachers and students because through this tool people can expand their knowledge, learn a second language in a more holistic way, better perceive their environment, and share their ideas. However, in terms of strategies, teachers must look for ways to promote reading not as a mandatory but as a purposeful activity.