Servicios Personalizados
Revista
Articulo
Indicadores
- Citado por SciELO
- Accesos
Links relacionados
- Citado por Google
- Similares en SciELO
- Similares en Google
Compartir
Íkala, Revista de Lenguaje y Cultura
versión impresa ISSN 0123-3432
Resumen
MCNULTY FERRI, Maria. Íkala [online]. 2010, vol.15, n.24, pp.207-230. ISSN 0123-3432.
Introduction: Preservice teachers identify topics and formulate research questions in action research under the guidance of advisors in the teaching practicum of an undergraduate foreign languages teaching program in Colombia. Objective: To examine preservice teachers' and advisors' beliefs about useful methodological strategies to identify the topics and formulate the research questions, and the roles they assumed. Method: In this case study, structured questionnaires and semi-structured interviews were used with the participants. Results: This study shows that journal writing, collaborative dialogue, exploring and expanding one's theoretical base, delimiting topics, and demonstrating work were useful strategies. Though preservice teachers took ownership of choosing topics and formulating questions, some shared roles led advisors to participate more actively in this process. Conclusions: The methodological process used to identify the topics and formulate the research questions is associated with a reflective professional development endeavour with individual and group reflection.
Palabras clave : Action research; undergraduate foreign language teacher training; research topics; research questions; teaching practicum; foreign language teaching methodological strategies.