desde Redalyc
{{t.titulosHerramientas.nube}}
{{t.titulosHerramientas.numeros}}
X
{{t.formats.viewer}}
PDF
HTML
{{t.formats.mobile}}
ePUB
XML JATS
{{t.titulosSecciones.citas}}
{{t.titulosSecciones.autorias}}
{{t.titulosSecciones.descargas}}
{{t.titulosSecciones.revision}}
Abstract: Scientific or academic publications have become the best accepted media for scientific and academic communities-mainly established in universities or research centers-to share the knowledge they create and give it greater visibility worldwide. That is, these
en es
Abstract: This study deviates from the standard view of template-based training courses that have dominated the experience of in-service English teachers in Ecuador. Its purpose is to underscore the contextualization of training modules as a strategic method for duplic
en es
Abstract: This paper reports a qualitative narrative study that explored the trajectories of English language teachers’ identities before and after their participation in a master’s program in English language teaching at a Colombian public university. After analyzing
en es
Abstract: This mixed-methods study explores the factors contributing to the language teachers’ effectiveness in the context of English as a foreign language. Through a systematic review of the literature, six main factors were extracted: assessment literacy, content an
en es
Abstract: This study explores the difference in self-efficacy between high school English language teachers with two levels of curriculum literacy. The data were collected using a curriculum literacy test and a self-efficacy scale that were delivered online to 251 Engl
en es
Abstract: This article reports on a qualitative case study that explored the use of Kumaravadivelu’s “Knowing, Analyzing, Recognizing, Doing, Seeing” model as a teacher evaluation tool to identify critical and reflective aspects of teachers’ practices for their profess
en es
Abstract: This study explores the beliefs of English as a foreign language preservice secondary education teachers regarding the construction of teachers’ professional identity. A questionnaire was used to obtain the opinions of 131 future teachers in the 2014-2020 aca
en es
Abstract: This narrative study analyzes two mentors’ experiences in their mentoring practices with language student-teachers in a private university in Bogotá (Colombia). Employing life-story interviews and drawing on ways of thinking and theorizing from praxis as a st
en es
Abstract: This study aimed at investigating the EFL preservice teachers’ technology integration in managing and teaching speaking skills online during emergency remote teaching in Indonesia. This study employed a single case study approach by implementing an explanator
en es
Abstract: This article analyzes the experiences of two preservice English language teachers within their bachelor’s degree and their pedagogical practicum through a collaborative autoethnography. The authors discuss their empowerment as a contributing agent to the fiel
en es
Abstract: This study aims to examine the implementation of the sustainable international bilingual model at a polytechnic university in central Mexico. Drawing upon qualitative research, this instrumental case study explores teachers’, students’, and coordinators’ expe
en es
Abstract: Up to the last two decades of the 20th century, the era of methods prevailed as a key component, especially in the field of teaching English as a second language. Nevertheless, by the end of the century, many TESOL authorities were questioning the usefulness
en es
Abstract: This article focuses on the use of the repertory grid technique as a research instrument for conducting and analyzing interviews in the field of teaching English as a foreign language. As a demonstration of the explanatory usefulness of this methodological fr
en es
Abstract: The current discussion about assessment in the language teaching context-involving topics such as immigration and citizenship, and university entrance-has brought with it the issue of justice in assessment. Although in Colombia such concerns are not generally
en es
Abstract: This study sought to develop and validate a classroom-based language assessment literacy scale to measure teachers’ perceived classroom-based assessment knowledge and practice. Exploratory factor analysis revealed that the scale items clustered around four fa
en es
Abstract: Critical language teaching education has become an inescapable endeavor for language teacher education programs. To contribute to this effort, this paper outlines the implementation of an English course from a critical, intercultural perspective, during the f
en es
|
|
||
|---|---|---|
|
|
||
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} |  |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|