Licenciatura en Lenguas Extranjeras con énfasis en Inglés RE (Colección Restringida)

Permanent URI for this collectionhttp://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2603

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Browsing Licenciatura en Lenguas Extranjeras con énfasis en Inglés RE (Colección Restringida) by Subject "Co-constructed autoethnography"

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    Tiny Talks: A Possibility to Re-signify Teaching and Learning Spaces. A Co-constructed Autoethnography.
    (Universidad Católica Luis Amigó, 2024-05) Vargas Rendón, Valeria; Posada Rendón, Christian León; López Quiñones, Mateo; Núñez Tejada, Elizabeth; Lopera Bedoya, Leslie Juliana
    This co-constructed autoethnography study aims to expose the way Tiny Talks create a collaborative sensemaking scenario of our teaching performance as pre-service English teachers from the pedagogic and didactic theories, since we could evidence that there were not spaces where to express situations that could exceed us in our practicum, and a disconnection between the practical knowledge required in the practicum and the theoretical knowledge received in the classes of the Bachelor’s Degree in Foreign Languages in a private university in Medellín. We as participants exposed our beliefs regarding pedagogic and didactic theories in a written narrative; were part of the development of nine Tiny Talks; and we were willing to be observed in our classes twice in the process of data collection just after conducting the Tiny Talks for evidencing the changes in our teaching performance. This process leads us to conclude that Tiny Talks brings us moments such as a relief space, space for knowledge generation, and a collaborative space that allow us not only to express concerns but also to strengthen strategies and beliefs in terms of the educational world.
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    What if we do not think this is how assessment should look like? A co-constructed Autoethnography
    (Universidad Católica Luis Amigó, 2024) Benítez Ortiz, José Sebastián; Jiménez González, Deisy Carolina; Londoño David, Paula Alejandra; Hernández Avendaño, Simón; Lopera Bedoya, Leslie Juliana
    This study explores the implications of school assessment’s demands on our teachers’ beliefs and principles regarding assessment, during our practicum experiences, in three public schools in Medellin, Colombia. In that scenario, we experienced our first conflicts with the predominant language assessment dynamics we encountered when assessing high school students causing discomfort regarding the school's assessment practices. From that discomfort, this research emerged as a way to make sense of our experiences and analyze how our beliefs, principles, and practices evolved due to the practicum experience. The study followed a co-constructed autoethnography method where data was collected through document analysis of the SIEE and interviews with the cooperating teachers aiming to describe the school’s assessment demands; narratives to identify our beliefs and principles about assessment; and collaborative witnessing to outline our assessment practices. The gathered information revealed that initially, we identified our beliefs and principles; then, we maintained them, and finally, we strengthened them. In terms of our assessment practices, we coped with the assessment demands, then, we adapted our assessment practices, and ultimately, we attempted to innovate them. It is important to highlight that not all of us maintained assessment beliefs and principles or innovated assessment practices.