Action Research Topics and Questions in a Foreign Languages Teaching Practicum in Colombia
DOI:
https://doi.org/10.17533/udea.ikala.5104Schlagworte:
action research, foreign language teacher training, research, teaching practicum, foreign language teaching methodological strategiesAbstract
Pre-service teachers identify topics and formulate research questions in action research under the guidance of advisors in the teaching practicum of an undergraduate foreign languages teaching program in Colombia. The objective is to examine pre-service teachers' and advisors' beliefs about useful methodological strategies to identify the topics and formulate the research questions, and the roles they assumed. The method in this case study was structured questionnaires and semi-structured interviews with the participants. This study shows that journal writing, collaborative dialogue, exploring and expanding one's theoretical base, delimiting topics, and demonstrating work were useful strategies. Though pre-service teachers took ownership of choosing topics and formulating questions, some shared roles led advisors to participate more actively in this process. The methodological process used to identify the topics and formulate the research questions is associated with a reflective professional development endeavor with individual and group reflection.
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