Contradicciones durante la enseñanza de prácticas letradas digitales en inglés como lengua extranjera en una institución pública: un análisis desde la teoría de la actividad
DOI:
https://doi.org/10.17533/udea.ikala.v27n1a06Palabras clave:
teoría de la actividad, contradicciones, prácticas de alfabetización digital, docentes en formación, EFL, formación de docentesResumen
Las reformas en la educación, los métodos de enseñanza del inglés como lengua extranjera (ile) y los requisitos institucionales presentan un número significativo de contradicciones en el sistema de actividad de los docentes de ile en formación. Los practicantes están expuestos a estas contradicciones cuando se involucran en nuevos sistemas de actividades, particularmente cuando tratan de poner en práctica la teoría. Así, este estudio examina las contradicciones que enfrentó una profesora de inglés como lengua extranjera al incorporar prácticas letradas digitales (pld) en su planificación como resultado de su interacción con los elementos de la teoría de la actividad (ta). También describe los cambios en la praxis docente que ocurrieron cuando esta estuvo expuesta a dinámicas contradictorias de enseñanza. El estudio involucró a un estudiante en formación y 35 alumnos de décimo grado. Las observaciones de clase y entrevistas semiestructuradas a la practicante revelaron contradicciones en las herramientas mediadoras, los objetos, la división del trabajo y las reglas. Además, descubrieron cómo las contradicciones identificadas podrían formar la base para un cambio en su sistema de la actividad docente. Los resultados sugieren que los programas de enseñanza no solo deben concentrarse en cuánto aprenden nuestros estudiantes nuevas estrategias, sino también habilidades transferibles para lograr transformar sus contextos.
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