Exploring Perceptions of Curriculum Change in Initial English Language Teacher Education: A Case in Argentina

Banegas, Darío Luis

doi:10.15581/004.31.75-95

Cited by 3 publications

(6 citation statements)

References 16 publications

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“…However, the qualitative data revealed a lack of appropriation of the language curricular guidelines [7]. This finding is in line with those from a qualitative study in Argentina, where Banegas (2016) found a remarkable incongruence between teachers' practices and curricular guidelines [38].…”

Section: The Interphase Of Perception and Appropriationsupporting

confidence: 86%

“…This finding was corroborated during the interviews, where they expressed disagreement with the new curriculum. This dissatisfaction constitutes a well-known challenge for the acceptance of EFL educational reforms in other international contexts such as Libya [32,40] Taiwan [7], Vietnam [39], Turkey, and Argentina [38]. It should be noticed, though, that while the opinion of our participants is not in line with their expectations of the curriculum, their beliefs and pedagogical practices showed a positive tendency in the quantitative results (for similar results, see [3,7,17,19,29,32,41]).…”

Section: Discussionmentioning

confidence: 58%

“…In this regard, some studies from Libya, Iran, Argentina, and other countries have examined how language teachers perceive and react to curricular changes [37,38]. These studies have examined teachers' perceptions of curricular changes using a qualitative approach through interviews, written reflections, and observational data.…”

Section: The Interphase Of Perception and Appropriationmentioning

confidence: 99%

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Teachers’ Perceptions and Appropriation of EFL Educational Reforms: Insights from Generalist Teachers Teaching English in Mexican Rural Schools

Hernández

Izquierdo

2023

Education Sciences

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Educational reforms and educational policy changes have favored the learning of English as a foreign language (EFL) in public education. Empirical research has examined how EFL specialist teachers in urban public schools perceive these changes or the extent to which they adopt a new curriculum. Nonetheless, the new EFL policies have also had an impact on rural schools where generalist teachers are forced to teach English along with other areas of the curriculum. In this context, little research has explored teachers’ perceptions and appropriation of ongoing curricular changes. The present study explored this issue among generalist rural secondary school teachers in the southeast of Mexico. To this end, an explanatory sequential mixed method was adopted with a sample of 216 generalist teachers. During the quantitative phase, the participants completed two Likert scale questionnaires. Then, a semi-structured interview was conducted with a sub-sample of participants who obtained high (n = 7) or low (n = 7) results in the perceptions and appropriation questionnaires. The statistical analyses showed a weak but positive correlation between perceptions and appropriation. The qualitative data provide some insights that explain the weakness of the correlation.

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Section: The Interphase Of Perception and Appropriationsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 58%

Section: The Interphase Of Perception and Appropriationmentioning

confidence: 99%

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Teachers’ Perceptions and Appropriation of EFL Educational Reforms: Insights from Generalist Teachers Teaching English in Mexican Rural Schools

Hernández

Izquierdo

2023

Education Sciences

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“…Furthermore, some studies have identified the challenges perceived by language teacher educators during curriculum reforms. Banegas (2016) reported his participants’ lack of awareness about the overarching curriculum formulated by the government in Argentina, as they mainly knew about the aims, content, and assessment practices of the courses they were expected to lead. The information gap resulted in a marginalized and invisible status, which prevented the participants from full engagement with the reform.…”

Section: Major Themes Of Current Research On Language Teacher Educatorsmentioning

confidence: 99%

TESOL teacher educators in higher education: A review of studies from 2010 to 2020

et al. 2022

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Despite the wide recognition of language teacher educators’ contributions in the field of Teaching English to Speakers of Other Languages (TESOL), research on language teacher educators has only picked up the pace in the last decade, shedding light on their cognition, practices, and identities in relation to various personal, interpersonal, and contextual factors. This article provides a systematic and critical review of 69 empirical studies on university-based TESOL teacher educators from 2010 and 2020. A methodological review was also conducted to analyze the different research approaches employed by previous researchers. A synthesis of the identified research led to four major themes, namely: (1) a general professional state (including responsibilities, challenges and quality), (2) professional engagement (including teaching, practicum supervision, and research and publishing), (3) cognition (including beliefs, knowledge, and expertise), as well as (4) continuous learning and identity development. Through a critical discussion of the themes, the review argues against the implicit yet powerful discourse that characterizes language teacher educators as ‘supermen/superwomen’ and emphasizes the need to humanize them as whole people by recognizing their unique strengths and struggles as well as diverse learning needs. The review also proposes a new research agenda to stimulate and deepen future investigations on language teacher educators in TESOL.

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“…Despite having qualified teachers in an institute though, a guideline needs to be followed in order to achieve all the goals these teachers may have. Future teachers are transformatory intellectuals who empower others [8]. A prestigious school achieves its ranking due to its reputation it obtains throughout time for being efficient and proactive.…”

Section: Curriculum Designmentioning

confidence: 99%

Proposal of a Curriculum Redesign of a Bachelor’s Degree Program

Pérez¹

2017

TECS

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The purpose of this research was to find why students have a low English level and what factors they face when learning English. Furthermore, this research pursued on a proposal of a Curriculum redesign which would serve as an element to increase the level of English and at the same time avoid negative factors that hinder the learning process in English Language Teaching (ELT) students. It was assumed that the issue may originate from the Curriculum because it has been found that that it was not sophisticated enough to placate students' needs.

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Exploring Perceptions of Curriculum Change in Initial English Language Teacher Education: A Case in Argentina

Cited by 3 publications

References 16 publications

Teachers’ Perceptions and Appropriation of EFL Educational Reforms: Insights from Generalist Teachers Teaching English in Mexican Rural Schools

Teachers’ Perceptions and Appropriation of EFL Educational Reforms: Insights from Generalist Teachers Teaching English in Mexican Rural Schools

TESOL teacher educators in higher education: A review of studies from 2010 to 2020

Proposal of a Curriculum Redesign of a Bachelor’s Degree Program

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