Accompanying Teachers in Training: Tutors' Discourses on Pedagogical Practices in Context.
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| Title: | Accompanying Teachers in Training: Tutors' Discourses on Pedagogical Practices in Context. |
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| Authors: | Gamboa Suárez, Audin Aloiso1 audingamboa@ufps.edu.co, Prada Núñez, Raúl2 raulprada@ufps.edu.co, Avendaño Castro, William Rodrigo3 williamavendano@ufps.edu.co |
| Source: | Journal of Language & Linguistics Studies. 2022, Vol. 18 Issue 3, p315-324. 10p. |
| Subject Terms: | *Teacher training, *Teachers, *Tutors & tutoring, *Undergraduate programs, *Public universities & colleges, *Psychological feedback, Self-monitoring (Psychology) |
| Geographic Terms: | Colombia |
| Abstract: | The professional training processes within the undergraduate programs must be mediated by qualified teachers, with a broad theoretical background and significant recognition. These statements are the basis of this research article that aims to understand the stories of tutors who accompany the pedagogical practices of teachers in training at a public university in Norte de Santander - Colombia. The methodological approach is oriented from the qualitative-interpretative paradigm using focus groups as a data collection technique. The conclusions of the study show that teachers who assume the monitoring and mediation of practices within the degree programs must be directly linked to the current context of the educational system in which they perform their work activity, given that in it they can be in constant assertive feedback regarding the teaching role, which can be observed in the practice classrooms of trainee teachers. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Language & Linguistics Studies is the property of Journal of Language & Linguistics Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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