Impacto del componente de investigación en la formación de licenciados en lenguas extranjeras

Abstract

Este artículo presenta los resultados de una investigación que buscó determinar el impacto del componente de Investigación en el Aula de la Licenciatura en Lenguas Extranjeras de la Universidad del Valle en los estudiantes de las cohortes 2000 y 2001. Desde un enfoque mixto se describen las vivencias de los estudiantes en los cursos y seminarios de investigación, así como el impacto de esta experiencia en la escritura de la monografía, la práctica docente y entre otros aspectos de la vida académica y personal. Se utilizaron tres encuestas en diferentes momentos del desarrollo del componente. Los estudiantes reconocieron la contribución positiva del componente a su vida académica, a sus proyectos de investigación y a su desempeño en otras asignaturas del currículo; esta formación influyó además en el desarrollo de habilidades de observación y el pensamiento analítico.

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

“…Likewise, others manifested their willingness to improve their English proficiency. This study shares the interests of various Colombian scholars in exploring possibilities to build context-sensitive empowering EFL pre-service teacher education initiatives (Faustino & Cárdenas, 2008;Sierra, 2007;McNulty & Usma, 2005;Viáfara, 2008;Zuluaga, Lopez, & Quintero, 2009).…”

“…(Survey: Student 5) Not only did student teachers strengthen those initial research skills they might have acquired throughout their program, they also enriched their perspectives of the nature of research and the options one can have to conduct it. Similarly, McNulty and Usma (2005), Faustino and Cárdenas (2008), and Viáfara (2008) found in their studies that when prospective teachers were engaged in research, they viewed this inquiring activity as a feasible enterprise for teachers. Thus, research was not stereotyped as an exclusive activity for professionals outside the teaching field.…”

“…Pre-service teachers' preparation by means of their engagement in research has been examined by scholars in our country and internationally. Locally, several Colombian universities have studied the incorporation of research components in their Licenciatura programas (Faustino & Cárdenas, 2008;McNulty & Usma, 2005;Viáfara, 2008). These experiences have suggested that most prospective teachers exhibit positive attitudes towards research, favoring the integration of the role of the teacher and the role of the researcher.…”

“…Several studies have determined that despite the numerous gains, future teachers experienced similar constraints to those university professors faced when conducting research. (Faustino & Cárdenas 2008;Viáfara, 2008). Along these lines, we consider study and research groups a favorable avenue to guide student teachers in becoming habitual users of inquiry.…”

Becoming Language Teacher-Researchers in a Research Seedbed

“…Second, theory-based research courses tend to focus on applied linguistics issues and privilege a qualitative paradigm. Third, teachingoriented experiences are framed into action research projects and constitute the core of the professional practicum (Blanco & Linza, 2012;Cárdenas, Nieto, Bellanger, Cortés, & Rüger, 2005;Faustino & Cárdenas, 2008;Gallego, Quintero, & Zuluaga, 2001;García, 2013;Granados-Beltrán, 2018;Hernández & Vergara, 2004;Latorre & Palacio, 2015;López & Zuluaga, 2005;Martínez, 2016;McNulty & Usma, 2005;Rubiano, Frodden, & Cardona, 2000;Viáfara, 2008). In sum, research education in undergraduate foreign language programs tends to be circumscribed to a prescribed curricular strand in the official syllabus.…”