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
    = 196 veces | PDF (ESPAÑOL (ESPAÑA))
    = 101 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 6 veces|
    DOI: https://doi.org/10.17533/udea.ikala.356893

  • Presentation

    Luanda Sito
    1-5
    |Abstract
    = 211 veces | PDF (ESPAÑOL (ESPAÑA))
    = 130 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 15 veces| | PDF (PORTUGUÊS (BRASIL))
    = 12 veces| | EPUB (PORTUGUÊS (BRASIL))
    = 9 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
    = 315 veces | PDF
    = 184 veces| | EPUB
    = 15 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
    = 714 veces | HTML
    = 13 veces| | PDF
    = 493 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
    = 684 veces | PDF (ESPAÑOL (ESPAÑA))
    = 412 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 11 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
    = 861 veces | PDF
    = 509 veces| | HTML
    = 21 veces| | VISOR
    = 36 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
    = 426 veces | PDF (PORTUGUÊS (BRASIL))
    = 237 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
    = 1251 veces | PDF (PORTUGUÊS (BRASIL))
    = 0 veces| | PDF (PORTUGUÊS (BRASIL))
    = 170 veces| | PDF
    = 701 veces| | HTML
    = 27 veces| | VISOR
    = 47 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
    = 691 veces | PDF (PORTUGUÊS (BRASIL))
    = 420 veces| | HTML
    = 7 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
    = 2196 veces | PDF
    = 1175 veces| | HTML
    = 23 veces| | VISOR
    = 29 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a02

  • Presentation

    Doris Correa
    288-289
    |Abstract
    = 187 veces | PDF (ESPAÑOL (ESPAÑA))
    = 103 veces| | PDF
    = 55 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
    = 414 veces | PDF (ESPAÑOL (ESPAÑA))
    = 258 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
    = 651 veces | HTML
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 364 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
    = 966 veces | PDF (ESPAÑOL (ESPAÑA))
    = 654 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
    = 1163 veces | PDF
    = 732 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
    = 1786 veces | HTML
    = 0 veces| | PDF
    = 1033 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
    = 1045 veces | PDF
    = 632 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
    = 864 veces | PDF
    = 576 veces| | HTML
    = 19 veces| | VISOR
    = 11 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n01a11

  • 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
    = 1266 veces | PDF
    = 459 veces| | HTML
    = 118 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a10

  • 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
    = 641 veces | PDF (ESPAÑOL (ESPAÑA))
    = 375 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 55 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
    = 851 veces | PDF (ESPAÑOL (ESPAÑA))
    = 489 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 18 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a07

  • Fostering Critical Perspectives Among Future Teachers of English

    Maria Amor Barros-del Rio
    607-618
    |Abstract
    = 929 veces | PDF (ESPAÑOL (ESPAÑA))
    = 402 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 36 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
    = 298 veces | PDF (ESPAÑOL (ESPAÑA))
    = 155 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v24n03a03