Language teacher training

22 Items

All Items

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

    Pia Tabali, Diego Monasterio
    1-19
    |Abstract
    = 92 veces | PDF
    = 41 veces| | EPUB
    = 5 veces|
    DOI: https://doi.org/10.17533/udea.ikala.353683
  • Presentation

    Luanda Sito
    1-5
    |Abstract
    = 40 veces | PDF (ESPAÑOL (ESPAÑA))
    = 60 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 3 veces| | PDF (PORTUGUÊS (BRASIL))
    = 0 veces| | EPUB (PORTUGUÊS (BRASIL))
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.357500
  • Envisioning Paths Towards Peacebuilding in Foreign Language Teacher Education

    Astrid Johana Aristizábal Cardona, Janeth Maria Ortiz Medina
    49-68
    |Abstract
    = 519 veces | PDF
    = 421 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v28n1a03
  • Language-Code or Language-Verb? A Decolonial Look at the English Language Classroom

    Jhuliane Evelyn da Silva, Isabel Cristina Vollet Marson
    684-700
    |Abstract
    = 353 veces | PDF (PORTUGUÊS (BRASIL))
    = 209 veces| | HTML (PORTUGUÊS (BRASIL))
    = 3 veces| | VISOR (PORTUGUÊS (BRASIL))
    = 3 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a06
  • Decoloniality in ELT: A Political Project

    Carmen Helena Guerrero Nieto, Clarissa Menezes Jordão, Gabriela Veronelli
    586-594
    |Abstract
    = 970 veces | PDF (PORTUGUÊS (BRASIL))
    = 0 veces| | PDF (PORTUGUÊS (BRASIL))
    = 147 veces| | PDF
    = 580 veces| | HTML
    = 14 veces| | VISOR
    = 39 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
    = 601 veces | PDF (PORTUGUÊS (BRASIL))
    = 390 veces| | HTML
    = 6 veces| | VISOR
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a09
  • 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
    = 1855 veces | PDF
    = 988 veces| | HTML
    = 13 veces| | VISOR
    = 26 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a02
  • 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
    = 544 veces | PDF (ESPAÑOL (ESPAÑA))
    = 344 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 10 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
    = 612 veces | PDF
    = 409 veces| | HTML
    = 3 veces| | VISOR
    = 25 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a03
  • 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
    = 337 veces | PDF (ESPAÑOL (ESPAÑA))
    = 228 veces| | PDF
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n2a10
  • Presentation

    Doris Correa
    288-289
    |Abstract
    = 132 veces | PDF (ESPAÑOL (ESPAÑA))
    = 98 veces| | PDF
    = 50 veces|
    DOI: https://doi.org/10.17533/udea.ikala.349652
  • 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
    = 578 veces | PDF (ESPAÑOL (ESPAÑA))
    = 325 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n1a06
  • 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
    = 1018 veces | PDF
    = 670 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
    = 1624 veces | PDF
    = 1008 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a06
  • 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
    = 819 veces | PDF (ESPAÑOL (ESPAÑA))
    = 627 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a05
  • "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
    = 871 veces | PDF
    = 580 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
    = 763 veces | PDF
    = 540 veces| | HTML
    = 15 veces| | VISOR
    = 7 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n01a11
  • 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
    = 775 veces | PDF (ESPAÑOL (ESPAÑA))
    = 469 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 16 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
    = 1039 veces | PDF
    = 443 veces| | HTML
    = 94 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
    = 596 veces | PDF (ESPAÑOL (ESPAÑA))
    = 370 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 54 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a14
  • Fostering Critical Perspectives Among Future Teachers of English

    Maria Amor Barros-del Rio
    607-618
    |Abstract
    = 834 veces | PDF (ESPAÑOL (ESPAÑA))
    = 371 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 32 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
    = 249 veces | PDF (ESPAÑOL (ESPAÑA))
    = 141 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v24n03a03