Language teacher training

23 Items

All Items

  • The Role of Emotions in the Construction of Pre-Service English Teachers’ Identity

    Julia Posada-Ortiz, Eliana Garzón Duarte
    |Abstract
    = 379 veces | PDF (ESPAÑOL (ESPAÑA))
    = 552 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 21 veces|
    DOI: https://doi.org/10.17533/udea.ikala.356893

  • Presentation

    Luanda Sito
    1-5
    |Abstract
    = 239 veces | PDF (ESPAÑOL (ESPAÑA))
    = 141 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 17 veces| | PDF (PORTUGUÊS (BRASIL))
    = 13 veces| | EPUB (PORTUGUÊS (BRASIL))
    = 12 veces|
    DOI: https://doi.org/10.17533/udea.ikala.357500

  • Pre-Service Teacher Mentors’ Perceptions Regarding Their Role and Preparation for Mentoring in Chile

    Pia Tabali, Diego Monasterio
    1-19
    |Abstract
    = 408 veces | PDF
    = 220 veces| | EPUB
    = 20 veces|
    DOI: https://doi.org/10.17533/udea.ikala.353683

  • Envisioning Paths Towards Peacebuilding in Foreign Language Teacher Education

    Astrid Johana Aristizábal Cardona, Janeth Maria Ortiz Medina
    49-68
    |Abstract
    = 782 veces | HTML
    = 15 veces| | PDF
    = 532 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v28n1a03

  • Learnings on Conflicts and Reconciliations in EFL Preservice Teachers' Pedagogical Practicum

    Edgar Augusto Aguirre-Garzón, Diego Ubaque-Casallas, Adriana Salazar-Sierra, Maria Eugenia López-Hurtado
    646-662
    |Abstract
    = 771 veces | PDF (ESPAÑOL (ESPAÑA))
    = 461 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 13 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a04

  • Disrupting Colonial Tensions in Initial Language Teacher Education: Criteria Based on Critical Interculturality

    Carlo Granados-Beltrán
    627-645
    |Abstract
    = 977 veces | PDF
    = 580 veces| | HTML
    = 22 veces| | VISOR
    = 44 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a03

  • Language-Code or Language-Verb? A Decolonial Look at the English Language Classroom

    Jhuliane Evelyn da Silva, Isabel Cristina Vollet Marson
    684-700
    |Abstract
    = 470 veces | PDF (PORTUGUÊS (BRASIL))
    = 259 veces| | HTML (PORTUGUÊS (BRASIL))
    = 8 veces| | VISOR (PORTUGUÊS (BRASIL))
    = 5 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a06
  • Laura Carolina Osorio Villa, Interacción (2015)

    Decoloniality in ELT: A Political Project

    Carmen Helena Guerrero Nieto, Clarissa Menezes Jordão, Gabriela Veronelli
    586-594
    |Abstract
    = 1498 veces | PDF (PORTUGUÊS (BRASIL))
    = 0 veces| | PDF (PORTUGUÊS (BRASIL))
    = 189 veces| | PDF
    = 770 veces| | HTML
    = 34 veces| | VISOR
    = 50 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a01

  • Voices from the Aboriginals: A Response from the South Aimed at Southing Language Education

    Ana Paula Marques Beato-Canato, Rogério Back, Vera Lúcia Lopes Cristovão, Paula Francescon
    744-762
    |Abstract
    = 899 veces | PDF (PORTUGUÊS (BRASIL))
    = 451 veces| | HTML
    = 8 veces| | VISOR
    = 1 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a09
  • Laura Carolina Osorio Villa, Interacción (2015)

    Entretejidxs: Decolonial Threads to the Self, the Communities, and EFL Teacher Education Programs in Colombia

    Nancy Emilce Carvajal Medina, Flor Ángela Hurtado Torres, Mónica Yohanna Lara Páez, Mariana Ramírez Sánchez, Harol Arley Barón Gómez, Dayana Alexandra Ayala Bonilla, Cristian Moisés Coy
    596-626
    |Abstract
    = 2347 veces | PDF
    = 1250 veces| | HTML
    = 24 veces| | VISOR
    = 33 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a02

  • Presentation

    Doris Correa
    288-289
    |Abstract
    = 218 veces | PDF (ESPAÑOL (ESPAÑA))
    = 107 veces| | PDF
    = 57 veces|
    DOI: https://doi.org/10.17533/udea.ikala.349652

  • Presentation: From Pedagogical Knowledge to Scientific Thought and Academic Production: A Project with Elementary and Middle School Teachers in Colombia

    Martha Isabel Tejada-Sánchez, Andrés Bautista Ríos
    460-465
    |Abstract
    = 472 veces | PDF (ESPAÑOL (ESPAÑA))
    = 282 veces| | PDF
    = 0 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n2a10

  • Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis

    Paula Andrea García Montes, Juan Sebastián Martínez, Andrés Romero
    105-124
    |Abstract
    = 688 veces | HTML
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 377 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n1a06

  • FL Pre-Service Teachers' Psychosocial Aspects and Educational Conditions During the COVID-19 Pandemic Lockdown

    Jacqueline García Botero, Gustavo García Botero, Margarita Alexandra Botero Restrepo
    553-569
    |Abstract
    = 1040 veces | PDF (ESPAÑOL (ESPAÑA))
    = 666 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a05

  • Powerful Pedagogies in Times of COVID: An Online Pedagogical Collaboration Between EFL Students and ESL Teacher Candidates

    Sarah L. Cohen, Daniel Calderon Aponte
    731-745
    |Abstract
    = 1219 veces | PDF
    = 758 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a14

  • Language Learning in the Time of COVID-19: ELT Students’ Narrated Experiences in Guided Reflective Journals

    Amanda Wilson, M. Martha Lengeling
    571-585
    |Abstract
    = 1841 veces | HTML
    = 0 veces| | PDF
    = 1056 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a06

  • "And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching

    Nicola Fořtová, Jitka Sedláčková, František Tůma
    513-529
    |Abstract
    = 1257 veces | PDF
    = 656 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a03

  • Pre-Service EFL Teachers’ Responses to a Systemic Functional Linguistics Pedagogical Unit: An Experience in a Public University in Colombia

    Yenny Chavarría, Dr. Doris Correa
    97-116
    |Abstract
    = 1008 veces | PDF
    = 598 veces| | HTML
    = 19 veces| | VISOR
    = 11 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n01a11

  • Academic Journals as a Pedagogic Strategy to Develop Generic and Specific Skills Among Foreign Language Pre-Service Teachers

    Martha Cecilia García-Chamorro, Monica Tatiana Rolong-Gamboa, Liseth María Villar-Guerra
    329-351
    |Abstract
    = 681 veces | PDF (ESPAÑOL (ESPAÑA))
    = 387 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 56 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a14

  • Self-Efficacy for the Learning of Academic Writing in ESL Mediated by WebQuest-Wiki in a Group of Pre-Service Language Teachers in Mexico

    Kalinka Velasco-Zárate, José Manuel Meza-Cano
    289-305
    |Abstract
    = 871 veces | PDF (ESPAÑOL (ESPAÑA))
    = 492 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 20 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a07

  • Collaborative Writing of Argumentative Essays in an EFL Blended Course: Chilean Pre-Service Teachers’ Perceptions and Self-Assessment

    Lucía Ubilla-Rosales, Lilian Gómez-Álvarez, Katia Sáez-Carrillo, Paulo Etchegaray-Pezo
    307-327
    |Abstract
    = 1318 veces | PDF
    = 466 veces| | HTML
    = 123 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a10

  • Fostering Critical Perspectives Among Future Teachers of English

    Maria Amor Barros-del Rio
    607-618
    |Abstract
    = 966 veces | PDF (ESPAÑOL (ESPAÑA))
    = 421 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 37 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v24n03a06

  • Team-teaching as an Alternative Model for Practice-based English Language Teacher Education: A Case Study in Chile

    Malba Barahona, Ximena Ibaceta
    539-553
    |Abstract
    = 333 veces | PDF (ESPAÑOL (ESPAÑA))
    = 166 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v24n03a03