EFL student teachers’ learning in a peer-tutoring research study group

Viáfara, John Jairo

doi:10.14483/udistrital.jour.calj.2014.2.a05

Cited by 6 publications

(4 citation statements)

References 14 publications

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“…These outcomes support Viáfara's (2014) findings that peer tutoring helps tutors to increase their knowledge of English. Additionally, some of the participants mentioned improved communication skills as well, which lend support to Sharif et al 's (2012) conclusion that the benefits of peer tutoring are transferable to social and communication skills outcomes also for tutors.…”

Section: Tutors' Perceptionssupporting

confidence: 81%

Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico

Sanchez-Aguilar

2021

Profile: Issues Teach. Prof. Dev.

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This article reports on the findings of a mixed methods research study on tutors’ and tutees’ behaviors and attitudes during the tutoring sessions and their perceptions about English language peer tutoring at a bilingual, international, and sustainable university in central Mexico. Observation, peer assessment, and semistructured interviews results suggest that tutees and tutors asked and answered questions and had a positive attitude towards error correction in almost all the sessions. Likewise, they reveal that participants clarified doubts, seemed motivated, motivated their peers, and had a constructive attitude towards teaching and learning from a peer most of the time during the tutoring. Furthermore, results indicate that the participants were positive about the experience, the sessions, their peers, and the influence in their learning.

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Section: Tutors' Perceptionssupporting

confidence: 81%

Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico

Sanchez-Aguilar

2021

Profile: Issues Teach. Prof. Dev.

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“…This demand can be accomplished through research, which is an unavoidable endeavor in the teaching profession (Barón-Pereira & Rojas-Espitia, 2014;Córdoba-Zúñiga et al, 2021;Díaz-Quero, 2006;Londoño-Orozco, 2009). The reviewed articles mention several paramount issues that student-teachers should investigate during the practicum; for instance, that reflection or research should be primarily on studentteachers' own beliefs and conceptions regarding language, teaching, learning, and assessment (Aguirre-Sánchez, 2014;García-Chamorro et al, 2020;Giraldo & Murcia-Quintero, 2019;Tapia-Carlín, 2014;Viáfara-González, 2014). Other authors (e.g., Garzón-Duarte & Posada-Ortíz, 2020; Rodríguez, 2013;Sarasa, 2016) suggest that student-teachers should study their identity construction so that they can recognize what type of teachers they become during the practicum.…”

Section: Student-teachers In the Colombian Elt Practicummentioning

confidence: 99%

The Conception of Student-Teachers and the Pedagogical Practicum in the Colombian ELT Field

Lucero,

Gamboa-González,

Cuervo-Alzate

2024

Profile: Issues Teach. Prof. Dev.

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This article provides an overview of how student-teachers and the pedagogical practicum are conceived in the Colombian English language teaching field. The study reviewed 72 articles in three levels of analysis: extraction of corresponding knowledge, epistemic review, and concatenation of emergent insights. The analysis reveals that student-teachers are conceived as subjects with principles, values, beliefs, responsibilities, and knowledge. Meanwhile, the pedagogical practicum is an academic space, process, and experience constituted by purposes, practical knowledge, and building relationships. This literature review mainly contributes to the field as an invitation to continue revising the foundations of the pedagogical practicum and the kind of student-teachers that this space may develop.

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“…Asimismo, en cuanto a su conocimiento pedagógico general y disciplinar, los futuros maestros estuvieron abiertos a actitudes positivas y acciones formativas en el empleo de la investigación. (Viáfara, 2014) También en la UPTC, un grupo de docentes de inglés deseó saber las implicaciones de la implementación de un modelo tutorial virtual con estudiantes de licenciatura en idiomas en relación con su concepto de aprendizaje autónomo. Encontraron que después de la experiencia, los tutoriados asociaron el concepto de autonomía con auto disciplina, compromiso y resistencia, sin tener que ser necesariamente un desarrollo individual sino la posibilidad de colaborar de manera virtual en una comunidad con otros tutoriados.…”

Section: Modelos Tutoriales En La Enseñanza-aprendizaje De Lenguas Ex...unclassified

Tutoría De Inglés Entre Compañeros: Auto Y Co-Realización Sociocultural Y Lingüística

Moyano¹

2023

DIALÉCTICA

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En el contexto global del aprendizaje de lenguas extranjeras se han promovido gran cantidad de estrategias con mayor o menor éxito. El propósito del presente escrito es realizar una exploración teórica sobre las principales implicaciones conceptuales, metodológicas y pedagógicas de los modelos tutoriales entre pares implementados en la enseñanza del inglés, en relación con el constructivismo sociocultural y lingüístico. El método usado es análisis hermenéutico a partir de la búsqueda e interpretación de documentos: legales, sobre la enseñanza del inglés en Colombia; teóricos, sobre los principales postulados en relación con la tutoría de inglés entre compañeros; e investigativos, sobre la implementación de modelos tutoriales entre pares en distintos niveles educativos con sus principales conclusiones. Dentro de los principales hallazgos están: los aportes que logra el trabajo colaborativo en la construcción social del conocimiento; la riqueza comunicativa, pedagógica y personal de participar en modelos tutoriales y la carencia de experiencias significativas de este tipo en la educación Media.

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EFL student teachers’ learning in a peer-tutoring research study group

Cited by 6 publications

References 14 publications

Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico

Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico

The Conception of Student-Teachers and the Pedagogical Practicum in the Colombian ELT Field

Tutoría De Inglés Entre Compañeros: Auto Y Co-Realización Sociocultural Y Lingüística

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