Research-based Instruction, an Essential Tenet of the Foreign Languages Pre-service-Teacher Education at Universidad de Pamplona

Abstract

This paper reports a personal reflection that describes how the Bachelor of Arts in Foreign Languages at the Universidad de Pamplona provides preservice teachers with a research-based instruction. In an attempt to contribute to today’s scholar discussions on foreign language pre-service teachers’ education, this reflective piece illustrates a unique way of teaching research to FL undergraduates. The author first provides an overview on the area of teaching research to undergraduates in Colombia; second, a description of how pre-service teachers learn the theoretical foundations, paradigms, designs and approaches mostly used in educational inquiry; and the two-year process student researchers go through. Finally, the author discusses the lessons learned and what the future of this process might be like. 

Examining the Assessment Practices of Foreign Language Novice Teachers

“…Finally, a few studies have focused on classroom assessment in English language teaching. For example, exploring how language teachers use formative assessment to inform teaching and learning (López, 2010), investigating the influence of peer assessment (Gomez Sará, 2016), examining the challenges of designing and administrating tests (Ramírez, 2020), and understanding the effects of classroom (face-to-face) assessment practices (Lopera Medina, 2015). More recently, Hernández-Ocampo's (2022) review of five studies on assessment highlights that teachers observed "fair and democratic assessment practices" and learners' autonomy is fostered through "peer-and self-assessment practices. "…”