An Exploration of EFL Teachers' Awareness of the Sources of Pedagogical Knowledge in a Teacher Education Program (Una exploración del nivel de conciencia de docentes de inglés como lengua extranjera respecto a las fuentes del conocimiento pedagógico en un programa de formación de docentes)

Autor/in	Macías, Diego Fernando
Titel	An Exploration of EFL Teachers' Awareness of the Sources of Pedagogical Knowledge in a Teacher Education Program (Una exploración del nivel de conciencia de docentes de inglés como lengua extranjera respecto a las fuentes del conocimiento pedagógico en un programa de formación de docentes)
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 15 (2013) 2, S.99-114 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Language Teachers; Knowledge Level; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Experience; Pedagogical Content Knowledge; Teacher Education Programs; Novices; Qualitative Research; Semi Structured Interviews; Teacher Attitudes; Teacher Educators; College Faculty; Beginning Teachers; Colombia + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Wissensbasis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Pädagogische Kompetenz; Qualitative Forschung; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Junior teacher; Junglehrer; Kolumbien
Abstract	This project set out to investigate the extent to which the sources of English as a foreign language teachers' pedagogical knowledge are acknowledged and addressed in a teacher education program in a public university in Colombia. It involved the participation of teacher educators and novice teachers as well as the analysis of documents. This research followed a qualitative design with an interpretive approach to inquiry, and the data used were semi-structured interviews and official documents. The results indicate that while most of the teacher educators appeared to be aware of the many sources of teachers' pedagogical knowledge, novice teachers emphasized their initial teacher education and teaching experience as the only sources of their pedagogical knowledge. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01