Las instituciones de educación superior en México enfrentan la deserción escolar como uno de sus principales problemas. Por eso, el objetivo principal de esta investigación fue identificar las causas que generan la deserción de estudiantes de un programa de formación de profesores de inglés con el propósito de proponer estrategias que permitan atender este problema. Para ello, se entrevistó a 10 estudiantes que cursaban una licenciatura en Lengua Inglesa en una universidad del sureste de México. El estudio fue guiado por un enfoque cualitativo, transversal y descriptivo. Los datos se recabaron mediante la revisión de documentación institucional oficial sobre deserción estudiantil y entrevistas a profundidad, y el corpus resultante se analizó según los lineamientos del análisis de contenido. Los resultados indican que las causas son multifactoriales y que hay un cúmulo de factores que influyen en la decisión de abandonar los estudios universitarios, destacan entre estos la mala elección de carrera, los profesores y la administración escolar. Palabras clave: deserción escolar; formación de docentes; estudiantes; enseñanza del inglés; México.
Today, the development of research skills in teacher education programs is highly valued. In line with this, this mixed-method case study aimed to examine teachers’ engagement with and attitudes towards educational research in an EFL teacher education program in Mexico. A sample of the population of educators answered the Teacher Attitude Scale towards Educational Research (Ilhan et al.), whereas qualitative data emanated from interviews with 6 teachers. Findings suggest that teacher educators perceive the value of educational research; however, its necessity and applicability cannot be ascertained. Barriers that impede teacher educators’ engagement with research, resulting in a lack of research culture in this context, were also identified.
This project set out to scrutinise the experiences of a group of students pursuing an online B.A. in English Language Teaching (ELT) at four different public universities in Mexico while being in-service English teachers at different levels in public and private sectors. Their teaching practice was given in face-to-face settings; however, due to the COVID-19 pandemic, these teacher-students were required to migrate their practice to remote teaching. It is in this line of arguments that the researchers, as the participants’ ELT teachers, were interested in knowing if any strategies from the online-learning student role were useful to transition as remote ELT-teachers. As a follow-up method to questionnaires administered to 55 online ELT students, semi-structured interviews were conducted to a total of 11 participants, from the participating universities. Findings indicate that online learning experience does have a positive impact when transitioning from face-to-face instruction to remote teaching. Regardless of the participants’ ICT skills development, there was evidence of soft skills fostering. Moreover, the challenges and limitations they faced inevitably led to a fruitful reengineering process.
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