Narrative Analysis of English Tutoring Sessions in Non-institutional Online Environments.

Vista sencilla de ítem
dc.contributor.advisorSuarez Ramirez, Ingrid Rocio
dc.contributor.advisorArevalo Rodriguez, Carolina
dc.contributor.authorGonzalez Gomez, Carlos Andres
dc.contributor.authorQuintero Jimenez, Edward Andres
dc.contributor.authorRestrepo Carmona, Natasha
dc.contributor.corporatenameUniversidad Santo Tomásspa
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000068865spa
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001450965spa
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001931765spa
dc.contributor.googlescholarhttps://scholar.google.com/citations?hl=es&user=qK2ztIEAAAAJspa
dc.contributor.googlescholarhttps://scholar.google.com/citations?hl=es&user=i8dmKzUAAAAJspa
dc.contributor.orcidhttps://orcid.org/0000-0002-9475-6292spa
dc.contributor.orcidhttps://orcid.org/0000-0001-8958-1283spa
dc.contributor.orcidhttps://orcid.org/0000-0001-8649-3632spa
dc.coverage.campusCRAI-USTA Duadspa
dc.date.accessioned2024-01-17T16:15:38Z
dc.date.available2024-01-17T16:15:38Z
dc.date.issued2024-01-16
dc.descriptionEste estudio cualitativo narrativo realiza una exploración fenomenológica de la forma en que los profesores logran la agencialidad en sus prácticas pedagógicas dentro de un entorno en línea no institucional, a la luz de las experiencias y perspectivas de cinco profesores de inglés de diversas nacionalidades, que han tenido la oportunidad de trabajar con estudiantes de inglés adultos latinoamericanos. El objetivo primordial es proponer lineamientos académicos para transformar las prácticas de enseñanza con adultos y establecer los atributos de los ambientes en línea no institucionales para caracterizar este tipo de espacios virtuales, ya que no existen muchos datos actualizados en la literatura. Los investigadores realizaron entrevistas semiestructuradas y marcos narrativos para recolectar los datos. El análisis narrativo consistió en utilizar el análisis temático para múltiples estudios de caso, que categoriza, codifica extractos de muestras y los organiza en subcategorías temáticas. Los resultados mostraron que los profesores logran la agencialidad a través de sus creencias, aspiraciones, acciones y decisiones orientadas a satisfacer las necesidades de los alumnos. También reveló los atributos más destacados de los espacios de aprendizaje en línea no institucionales en términos de flexibilidad, enseñanza personalizada, barreras y herramientas digitales.spa
dc.description.abstractThis qualitative narrative study engages in a phenomenological exploration of the way teachers achieve agency in their pedagogical practices within a non-institutional online environment, in light of the experiences and perspectives of five English teachers from diverse nationalities, who have had the opportunity to work with Latin American adult English learners. The primary objective is to propose academic guidelines to transform teaching practices with adults and establish the attributes of non-institutional online environments to characterize this type of virtual spaces as there is not much-updated data in the literature. The researchers conducted semi-structured interviews and narrative frames to collect data. The narrative analysis involved using thematic analysis for multiple case studies, which categorizes, codes sample excerpts, and organizes them in thematic headings. The results showed that teachers achieve agency through their beliefs, aspirations, actions, and decisions oriented to meet students’ needs. It also revealed the most prominent attributes of non-institutional online learning spaces in terms of flexibility, personalized teaching, barriers, and digital tools.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Ambientes Bilingües de Aprendizajespa
dc.format.mimetypeapplication/pdfspa
dc.identifier.citationGonzález Gómez, C. A., Quintero Jiménez, E. A. y Restrepo Carmona, N. (s.f.). Narrative Analysis of English Tutoring Sessions in Non-institutional Online Environments. [Trabajo de Maestría, Universidad Santo Tomás]. Repositorio Institucional.spa
dc.identifier.instnameinstname:Universidad Santo Tomásspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Santo Tomásspa
dc.identifier.repourlrepourl:https://repository.usta.edu.cospa
dc.identifier.urihttp://hdl.handle.net/11634/53418
dc.language.isospaspa
dc.publisherUniversidad Santo Tomásspa
dc.publisher.facultyFacultad Educaciónspa
dc.publisher.programMaestría Ambientes Bilingües de Aprendizajespa
dc.relation.referencesAmerican Psychological Association. (2010). Manual de Publicaciones de la APA. Editorial El Manual Moderno.spa
dc.relation.referencesAhearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30(1), 109–37. https://doi.org/10.1146/annurev.anthro.30.1.109spa
dc.relation.referencesAraque, M. (2021). Understanding Learning Environments Module 2: Shaping Ecosystems for Learning: Principles and Affordances.spa
dc.relation.referencesBandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1spa
dc.relation.referencesBarkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning, System, 47, 12-27. https://doi.org/10.1016/j.system.2014.09.014spa
dc.relation.referencesBarkhuizen, G., Benson, P., Chik, A. (2014). Narrative Inquiry in Language Teaching and Learning Research. Routledge Taylor & Francis.spa
dc.relation.referencesBartley, S. J., & Golek, J. H. (2004). Evaluating the cost effectiveness of online and face-to-face instruction. Educational Journal and Technology, 7, 167-175. https://www.researchgate.net/publication/220374841_Evaluating_the_Cost_Effectiveness_of_O nline_and_Face-to-Face_Instructionspa
dc.relation.referencesBates, A.W. (2019). Teaching in a Digital Age – Second Edition. Vancouver, B.C.: Tony Bates. Chapter 6. Building an effective learning environment (pg. 263-312). Associates Ltd. Retrieved from (full book): https://pressbooks.bccampus.ca/teachinginadigitalagev2/ Chapter6: https://pressbooks.bccampus.ca/teachinginadigitalagev2/part/chapter-5-building-an-effectivelearning-environment/spa
dc.relation.referencesBates, A. W. (2022). Teaching in a digital age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/spa
dc.relation.referencesBenson, P. L., Scales, P. C., Hamilton, S. F., & Sesma Jr, A. (2007). Positive youth development: Theory, research, and applications. Handbook of child psychology, 1.spa
dc.relation.referencesBiesta, G., Priestley, M., & Robinson, S. (2015) The role of beliefs in teacher agency, Teachers and Teaching, 21:6, 624-640. DOI: 10.1080/13540602.2015.1044325spa
dc.relation.referencesBiesta, G., Priestley, M., & Robinson, S. (2017). Talking about education: Exploring the significance of teachers’ talk for teacher agency. Journal of Curriculum Studies, 49(1), 38–54. https://doi.org/10.1080/00220272.2016.1205143spa
dc.relation.referencesBraun, V. Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). pp. 77-101. ISSN 1478-0887 https://www.researchgate.net/publication/235356393_Using_thematic_analysis_in_psychologyspa
dc.relation.referencesBridwell-Mitchell, E. (2015). Theorizing Teacher Agency and Reform: How Institutionalized Instructional Practices Change and Persist. Sociology of Education, 88, 103-180. https://doiorg.crai-ustadigital.usantotomas.edu.co/10.1177/0038040715575559 https://doi.org/10.21814/rpe.17669spa
dc.relation.referencesCastro Florez, M. C. (2019). Learning environments. Sophia,15(2), 40-54. Retrieved from: DOI: http://dx.doi.org/10.18634/sophiaj.15v.1i.827spa
dc.relation.referencesCarrillo Sierra, S. M., Forgiony Santos, J. O., Rivera Porras, D.A., Bonilla Cruz, N. J, Montanchez Torres, M. S., Alarcon Carvajal, M. F. (2018). Prácticas Pedagógicas frente a la Educación Inclusiva desde la perspectiva del Docente. Revista Espacios, 39 (17), 15.spa
dc.relation.referencesChisholm, J. S., J. Alford, L. M. Halliday, and Cox, F. M. ( 2019). ‘Teacher Agency in English Language Arts Teaching: A Scoping Review of the Literature.’ English Teaching: Practice and Critique 18(2):124–152.spa
dc.relation.referencesCongreso de Colombia. (4 de octubre de 1993). Resolución 8430 de 1993. Por la cual se establecen las normas científicas, técnicas y administrativas para la investigación en salud. Bogotá: Ministerio de la Protección Social. Recuperado de: https://www.minsalud.gov.co/sites/rid/Lists/BibliotecaDigital/RIDE/DE/DIJ/RESOLUCION8430-DE-1993.PDFspa
dc.relation.referencesCongreso de Colombia. (1994). Ley 115 de 1994, objeto de la ley: La educación es un proceso de formación permanente, personal, cultural y social que se fundamenta en una concepción integral de la persona humana, de su dignidad, de sus derechos y de sus deberes. https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdfspa
dc.relation.referencesCope, B. & Kalantzis, M. (2017). e-Learning Ecologies (1st ed.). Taylor and Francis. https://www.perlego.com/book/1524156/elearning-ecologies-principles-for-new-learning-andassessment-pdfspa
dc.relation.referencesDavies, B. (1990). Agency as a form of discursive practice. A classroom scene observed. British Journal of Sociology of Education, 11(3), 341–61. https://doi.org/10.1080/0142569900110306spa
dc.relation.referencesDavies, B., & Harré, R. (1999). Positioning and personhood. In R. Harré and L. Van Langenhove (eds.), Positioning theory: Moral contexts of intentional actions (pp. 32–52). Oxford: Blackwell.spa
dc.relation.referencesDecreto 1295 de 2010, abril 20 de 2010. Diario oficial No. 47.687 de 21 de abril de 2010. Capítulo VI, artículo 16. Recuperado de: https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=39363spa
dc.relation.referencesDecreto 4904 de 2009, diciembre 16 de 2006. Capítulo 1, aspectos generales. Recuperado de: https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=38477spa
dc.relation.referencesDíaz, L., Torruco, U., Martínez, M., & Varela, M. (2013). La entrevista, recurso flexible y dinámico. Investigación en Educación Médica, 2(7), 162-167.spa
dc.relation.referencesEteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65. https://doi.org/10.1016/j.edurev.2013.05.001spa
dc.relation.referencesEvans, J.R., & Haase, I.M. (2001). Online business education in the twenty-first century: an analysis of potential target markets. Internet Res., 11, 246-260.spa
dc.relation.referencesFeryok, A. (2012). Activity Theory and Language Teacher Agency. The Modern Language Journal, 96(1), 95–107. http://www.jstor.org/stable/41478807spa
dc.relation.referencesGuix, J. (2008). El análisis de contenidos: ¿Qué nos están diciendo? Revista de Calidad Asistencial. 23(1), 26-30. DOI: 10.1016/S1134-282X(08)70464-0spa
dc.relation.referencesHatch, J. A. (2002). Doing qualitative research in education settings. Suny Press.State University of New York Press, Albany. ISBN 0-7914-5504-1spa
dc.relation.referencesHernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación (6th ed.). McGraw Hill España.spa
dc.relation.referencesInsuasty, E. A ., & Jaime Osorio, M. F. (2020). Transforming pedagogical practices through collaborative work. Profile: Issues in Teachers’ Professional Development, 22(2), 65–78. https://doi.org/10.15446/profile.v22n2.80289spa
dc.relation.referencesJaime Osorio, M. F., & Insuasty, E. A. (2015). Analysis of the teaching practices at a Colombian foreign language institute and their effects on students’ communicative competence. HOW, 22(1), 45-64. https://www.redalyc.org/articulo.oa?id=499450633004spa
dc.relation.referencesKayi-Aydar, H., Gao, X., Miller, E. R., Varghese, M., & Vitanova, G. (eds.). (2019). Theorizing and analyzing language teacher agency. Briston: Multilingual Matters.spa
dc.relation.referencesLarkin, M., Shaw, R., & Flowers, P. (2018). Multiperspectival designs and processes in interpretative phenomenological analysis research. qualitative Research in Psychology, 16(2), 182-198. https://doi.org/10.1080/14780887.2018.1540655spa
dc.relation.referencesLoo, D. B. (2023). “It Feels Like a Performance When I Teach Online”: Autoethnography of Tensions in Teacher Identity. Profile: Issues in Teachers’ Professional Development, 25(2), 15– 28. https://doi.org/10.15446/profile.v25n2.104914spa
dc.relation.referencesMinisterio de educación nacional decreto No. 1295 república de Colombia. (2010). Por el cual se reglamenta el registro calificado de que trata la Ley 1188 de 2008 y la oferta y desarrollo de programas académicos de educación superior. Recuperado de: https://www.mineducacion.gov.co/1621/articles-229430_archivo_pdf_decreto1295.pdfspa
dc.relation.referencesMinisterio de educación nacional resolución 15177.(2022). Por medio de la cual se reglamenta la metodología a distancia para la oferta y desarrollo de Programas del Servicio de Educación para el Trabajo y el Desarrollo Humano. Recuperado de: https://www.alcaldiabogota.gov.co/sisjur/normas/Norma1.jsp?i=127078&dt=Sspa
dc.relation.referencesMishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. Mishra, P., & Koehler, M. J. (2016). TPACK for educators: Effective teaching in the digital age (2nd ed.). Routledge.spa
dc.relation.referencesMosquera-Pérez, J. E. and Losada-Rivas, J. J. (2022). EFL Teachers’ Professional Identity: A Narrative Study with Colombian Graduate Students. Profile: Issues in Teachers’ Professional Development, 24(2), 47–62. https://doi.org/10.15446/profile.v24n2.91744spa
dc.relation.referencesOtzen, T., & Manterola, C.(2017).Técnicas de Muestreo sobre una Población a Estudio. International Journal of Morphology. 35(1), 227-232. Recuperado de: https://scielo.conicyt.cl/scielo.php?pid=S0717-95022017000100037&script=sci_arttextspa
dc.relation.referencesOECD (2017). The OECD Handbook for Innovative Learning Environments.OECD, Publishing, Paris, http://dx.doi.org/9789264277274-en. Chapter 1. The principles of learning to design learning environments (pg. 21-30) Retrieved from: https://read.oecd-ilibrary.org/education/theoecd-handbook-for-innovative-learning-environments_9789264277274-en#page1spa
dc.relation.referencesOECD (2020). Teachers and School Leaders as Valued Professionals. TALIS 2018 Results (Volume II). OECD Publishing. (p. 165) Retrieved from: https://www.google.az/books/edition/TALIS_2018_Results_Volume_II_Teachers_an/73TYDw AAQBAJ?hl=es-419&gbpv=1spa
dc.relation.referencesParra-Bernal, L. R., Menjura-Escobar, M. I., Pulgarín-Puerta, L. E., and Gutiérrez, M.M. (2021). Las prácticas pedagógicas. Una oportunidad para innovar en la educación. Revista Latinoamericana de Estudios Educativos (Colombia), 17(1),70-94. https://www.redalyc.org/articulo.oa?id=134175018005spa
dc.relation.referencesParra Bernal, L. R., Menjura Escobar, M. I., Pulgarín Puerta, L. E., y Gutiérrez, M. M. (2021). Las prácticas pedagógicas. Una oportunidad para innovar en la educación. Latinoamericana de Estudios Educativos, 17(1), 70–94. https://doi.org/10.17151/rlee.2021.17.1.5spa
dc.relation.referencesPriestley M., Biesta G., Robinson S. (2015). Teacher agency: An ecological approach. London, UK: Bloomsburyspa
dc.relation.referencesPriestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre.Curriculum Inquiry, 42(2), 191–214. https://doi.org/10.1111/j.1467- 873X.2012.00588.xspa
dc.relation.referencesPsoinos, D. I. (2021). Adapting Approaches and Methods to Teaching English Online: Theory and Practice. Alemania: Springer International Publishing.spa
dc.relation.referencesRao, K. (2020). Changed priorities ahead: Designing for online learning environments. The Blue Dot, 12, 35-39. https://unesdoc.unesco.org/ark:/48223/pf0000374287.locale=esspa
dc.relation.referencesRipoll Rivaldo, M., Palencia Domínguez, P., & Cohen Jiménez, J. (2021). Práctica pedagógica, un espacio de conceptualización y experimentación en la formación inicial del educador. Revista De Ciencias Sociales, 27, 351-363. https://doi.org/10.31876/rcs.v27i.37012spa
dc.relation.referencesRojas Rojas, L. M., & Castillo Gutiérrez, M. C. (2017). La práctica pedagógica y su incidencia en el contexto educativo. Rastros y Rostros del Saber, 1(1), 60–72. Recuperado a partir de https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/9361spa
dc.relation.referencesSen, A. (1999). Development as freedom. Oxford University Press.spa
dc.relation.referencesSharon Jeffcoat Bartley, & Jennifer H. Golek. (2004). Evaluating the Cost Effectiveness of Online and Face-to-Face Instruction. Journal of Educational Technology & Society, 7(4), 167– 175. http://www.jstor.org/stable/jeductechsoci.7.4.167spa
dc.relation.referencesShepherd, Joshua, The Shape of Agency: Control, Action, Skill, Knowledge (Oxford, 2021; online edn, Oxford Academic, 21 Jan. 2021), https://doi-org.craiustadigital.usantotomas.edu.co/10.1093/oso/9780198866411.001.0001 , accessed 5 Nov. 2023.spa
dc.relation.referencesTahir, Z. M., Haron, H., & Singh, J. K. G. (2018). Evolution of Learning Environment: A review of Ubiquitous learning Paradigm Characteristics. Indonesian Journal of Electrical Engineering and Computer Science. https://doi.org/10.11591/ijeecs.v11.i1.pp175-181spa
dc.relation.referencesTaylor, A. G., & Marienau, R. J. (2022). Student-centered learning in the context of effective assessment. In J. Bailey & M. Brookhart (Eds.), Handbook of formative assessment (pp. 35-50). Routledge.spa
dc.relation.referencesWertsch, J. V., Tulviste, P., & Hagstrom, F. (1993). A sociocultural approach to agency. In E. A. Forman, N. Minick, & C. A. Stone (eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 336–56). Oxford: Oxford University Press.spa
dc.relation.referencesWestbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2014). Pedagogy, curriculum, teaching practices and teacher education in developing countries (Version 1). University of Sussex. https://hdl.handle.net/10779/uos.23400536.vspa
dc.relation.referencesZeichner, K., (2019). The Importance of Teacher Agency and Expertise in Education Reform and Policymaking. Revista Portuguesa de Educação, 32(1), 5-15.spa
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia*
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa
dc.rights.localAbierto (Texto Completo)spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.subject.keywordEcological Approachspa
dc.subject.keywordTeacher Agencyspa
dc.subject.keywordNon-institutional Learning Environmentsspa
dc.subject.keywordPedagogical Practicesspa
dc.subject.keywordNarrative Analysisspa
dc.subject.lembAmbientes Bilingües de Aprendizajespa
dc.subject.lembInstituciones Educativasspa
dc.subject.lembDocentes-Practicasspa
dc.subject.proposalEnfoque Ecológicospa
dc.subject.proposalAgencialidad Docentespa
dc.subject.proposalEntornos de Aprendizaje no Institucionalesspa
dc.subject.proposalPrácticas Pedagógicasspa
dc.subject.proposalAnálisis Narrativospa
dc.titleNarrative Analysis of English Tutoring Sessions in Non-institutional Online Environments.spa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.type.driveinfo:eu-repo/semantics/masterThesis
dc.type.localTesis de maestríaspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion

Archivos

Bloque original

Mostrando 1 - 3 de 3
Miniatura
Nombre:
2024carlosgonzalez.pdf
Tamaño:
1.55 MB
Formato:
Adobe Portable Document Format
Descripción:
Trabajo de Grado
Descargar
Thumbnail USTA
Nombre:
Carta Aprobación Facultad.pdf
Tamaño:
32.7 KB
Formato:
Adobe Portable Document Format
Descripción:
Carta Aprobación Facultad
Descargar
Thumbnail USTA
Nombre:
Carta Derechos de Autor.pdf
Tamaño:
158.87 KB
Formato:
Adobe Portable Document Format
Descripción:
Carta Derechos de Autor
Descargar

Bloque de licencias

Mostrando 1 - 1 de 1
Thumbnail USTA
Nombre:
license.txt
Tamaño:
807 B
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar

Colecciones

Maestría Ambientes Bilingües de Aprendizaje