Pedagogical Relationships and Identities in Research Incubators: Reconceptualizing Research Training for Language Teachers

Autor/inn/en	Abad, José V.; Regalado Chicaiza, Jennifer Daniela; Acevedo Tangarife, Isabel Cristina
Titel	Pedagogical Relationships and Identities in Research Incubators: Reconceptualizing Research Training for Language Teachers
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 25 (2023) 1, S.17-32 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Abad, José V.) ORCID (Regalado Chicaiza, Jennifer Daniela) ORCID (Acevedo Tangarife, Isabel Cristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Teaching Methods; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Teacher Education Programs; Private Colleges; Foreign Countries; Administrator Attitudes; Case Studies; Student Attitudes; Teacher Competencies; Power Structure; Teacher Researchers; Epistemology; Research Training; Cooperative Learning; Mentors; Role Models; Teamwork; Critical Thinking; Self Esteem; Colombia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Privathochschule; Ausland; Case study; Fallstudie; Case Study; Schülerverhalten; Lehrkunst; Lehrerforschung; Erkenntnistheorie; Kooperatives Lernen; Identifikationsfigur; Kritisches Denken; Self-esteem; Selbstaufmerksamkeit; Kolumbien
Abstract	This article reports on a case study that analyzed pedagogical relationships and teacher identities in research incubators. Conducted over two years in an English teaching program at a Colombian private university, the study included semi-structured interviews with four research incubator coordinators and two focus groups with eight students. We found that mentoring in research incubators nurtures attitudes and competencies crucial to the students' construction of their identity as teacher researchers. From the results of our research, we built a theoretical model that describes pedagogical relationships in research education around the axes of power and affect. Finally, we draw some implications about an epistemological shift from knowledge-centered to knower-centered pedagogical relationships in collaborative approaches to research training. (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: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01