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The Effects of professional development : Teachers’ perceptions of self-assessment in language Teaching and Learning
| dc.contributor.advisor | Álvarez Ayure, Claudia Patricia | |
| dc.contributor.author | Sánchez Oyola, Geniffer Tatiana | |
| dc.date.accessioned | 2021-10-12T15:56:57Z | |
| dc.date.available | 2021-10-12T15:56:57Z | |
| dc.date.issued | 2021-06-24 | |
| dc.identifier.uri | http://hdl.handle.net/10818/48875 | |
| dc.description | 113 páginas | es_CO |
| dc.description.abstract | Este estudio de investigación-acción cualitativase realizó con dos profesores de lengua extranjera de pregrado de inglés que tienen un nivel de inglés B2 y C1 según el examen internacional MET. Estos docentes, cuya experiencia se deriva de trabajar en institutos de inglés, participaron en sesiones de formación docente donde se recogieron datos a través de dos entrevistas de grupos focales realizadas antes y después de las capacitaciones y guiones que se recopilaron durante y después de la formación. Los datos se analizaronmediante el método de teoría fundamentada. Los resultados informaron que el desarrollo profesional trajo nuevos conocimientos a los participantes con respecto al uso de la autoevaluación para apoyar el proceso de aprendizaje de los estudiantes. Estos hallazgos también revelaron que la autoevaluación requieredemucho tiempo yde quetantoprofesores como estudiantes estén capacitados para adoptar la autoevaluación como una estrategia de aprendizaje y enseñanza. | es_CO |
| dc.description.abstract | This qualitative action research study was conducted with two undergraduate English foreign language teachers who have a B2 and C1 English level according to the MET international exam. These teachers whose experience derives from working in English institutes, participated in teacher training sessions where data was collected through two focus group interviews carried out before and after the training sessions and scripts that were collected during and after training. The data was analyzed through the grounded theory method. Results informed that professional development brought new insights to participants regarding the use of self assessment tools to support students’ learning process. These findings also revealed that self assessment is time consuming and requires teachers and students to be trained to adopt it as a strategy for learning and teaching. This study also concluded the need for more professional development programs aimed at raising teachers’ awareness on the design, use, and implementation of self-assessment in the teaching and learning process to move from teacher centered to student-centered classes. | en |
| dc.format | application/pdf | es_CO |
| dc.language.iso | eng | es_CO |
| dc.publisher | Universidad de La Sabana | es_CO |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
| dc.subject.other | Seguimiento en la formación docente | es_CO |
| dc.title | The Effects of professional development : Teachers’ perceptions of self-assessment in language Teaching and Learning | es_CO |
| dc.type | master thesis | es_CO |
| dc.identifier.local | 282521 | |
| dc.identifier.local | TE11335 | |
| dc.type.hasVersion | publishedVersion | es_CO |
| dc.rights.accessRights | restrictedAccess | es_CO |
| dc.subject.armarc | Autoevaluación | es_CO |
| dc.subject.armarc | Desarrollo profesional | es_CO |
| dc.subject.armarc | Aprendizaje | es_CO |
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| thesis.degree.discipline | Facultad de Educación | es_CO |
| thesis.degree.level | Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo | es_CO |
| thesis.degree.name | Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo | es_CO |
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