Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-tr... more Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and reshaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teacher...
One of the main goals of language teacher education programs is to prepare professionals who can ... more One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction. However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to fo...
Resumen: Este articulo, que forma parte de una investigacion mas extensa, tiene como proposito es... more Resumen: Este articulo, que forma parte de una investigacion mas extensa, tiene como proposito estudiar los elementos que inciden en los procesos de corregulacion del aprendizaje. Los resultados sugieren que los estudiantes corregulan su aprendizaje cuando participan en actividades academicas en pequenos grupos heterogeneos; al mismo tiempo, al hacer preguntas, explican y justifican sus opiniones, expresan sus razonamientos y reflexionan sobre sus conocimientos. Sin embargo, esta corregulacion depende en gran medida de las relaciones interpersonales y la configuracion de los grupos. El estudio se desarrollo en la Universidad Autonoma de Chihuahua, Mexico con estudiantes de sexto semestre del programa de licenciatura en Lengua inglesa, cuyos hallazgos fueron registrados por medio del analisis de algunas interacciones a traves de videograbacion.
... IRLANDA OLAVE MORENO / ANA CECILIA VILLARREAL BALLESTEROS / FRANK MALGESINI BURKE Universidad... more ... IRLANDA OLAVE MORENO / ANA CECILIA VILLARREAL BALLESTEROS / FRANK MALGESINI BURKE Universidad Autónoma de Chihuahua ... próximo utilice activamente y de manera independiente signos, simbolos y herramientos para autorregular su aprendizaje. ...
One of the main goals of language teacher education programs is to prepare professionals who can ... more One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands for quality instruction. However, we often find that in second language acquisition training courses, teaching methodology and giving students experiences during practicum sessions has a limited impact on pre-service teachers' long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning and practicum courses, pre-service teachers tend to hold on to outdated theorie...
One of the main goals of language teacher education programs is to prepare professionals who can ... more One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands for quality instruction. However, we often find that in second language acquisition training courses, teaching methodology and giving students experiences during practicum sessions has a limited impact on pre-service teachers' long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning and practicum courses, pre-service teachers tend to hold on to outdated theorie...
One of the main goals of language teacher education programs is to prepare professionals who can ... more One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction. However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to fo...
Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-tr... more Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and re-shaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teache...
Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-tr... more Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and reshaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teacher...
One of the main goals of language teacher education programs is to prepare professionals who can ... more One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction. However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to fo...
Resumen: Este articulo, que forma parte de una investigacion mas extensa, tiene como proposito es... more Resumen: Este articulo, que forma parte de una investigacion mas extensa, tiene como proposito estudiar los elementos que inciden en los procesos de corregulacion del aprendizaje. Los resultados sugieren que los estudiantes corregulan su aprendizaje cuando participan en actividades academicas en pequenos grupos heterogeneos; al mismo tiempo, al hacer preguntas, explican y justifican sus opiniones, expresan sus razonamientos y reflexionan sobre sus conocimientos. Sin embargo, esta corregulacion depende en gran medida de las relaciones interpersonales y la configuracion de los grupos. El estudio se desarrollo en la Universidad Autonoma de Chihuahua, Mexico con estudiantes de sexto semestre del programa de licenciatura en Lengua inglesa, cuyos hallazgos fueron registrados por medio del analisis de algunas interacciones a traves de videograbacion.
... IRLANDA OLAVE MORENO / ANA CECILIA VILLARREAL BALLESTEROS / FRANK MALGESINI BURKE Universidad... more ... IRLANDA OLAVE MORENO / ANA CECILIA VILLARREAL BALLESTEROS / FRANK MALGESINI BURKE Universidad Autónoma de Chihuahua ... próximo utilice activamente y de manera independiente signos, simbolos y herramientos para autorregular su aprendizaje. ...
One of the main goals of language teacher education programs is to prepare professionals who can ... more One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands for quality instruction. However, we often find that in second language acquisition training courses, teaching methodology and giving students experiences during practicum sessions has a limited impact on pre-service teachers' long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning and practicum courses, pre-service teachers tend to hold on to outdated theorie...
One of the main goals of language teacher education programs is to prepare professionals who can ... more One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands for quality instruction. However, we often find that in second language acquisition training courses, teaching methodology and giving students experiences during practicum sessions has a limited impact on pre-service teachers' long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning and practicum courses, pre-service teachers tend to hold on to outdated theorie...
One of the main goals of language teacher education programs is to prepare professionals who can ... more One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction. However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to fo...
Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-tr... more Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and re-shaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teache...
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