Talking and reflecting: Exploring the cognition of a group of English language teachers from the Language Institute of a Colombian public university

This qualitative case study aimed to delve into the cognition of a group of English teachers; that is, their set of beliefs, knowledge, thoughts, and practices (Borg, 2003). The study also aimed to investigate the factors that exert influence on their cognition and the significance of participants' reflections in cultivating self-awareness regarding their cognition. The research was conducted at the Instituto de Lenguas Extranjeras (ILEX) within Universidad Tecnológica de Pereira. The participant pool comprised six teachers selected to represent a diverse range of teaching experience, qualifications, ages, and roles within the language institute. Data was collected through semi-structured interviews and stimulated recall sessions, which were subsequently subjected to content analysis. The findings shed light on the formation of participants' professional identity, which was found to be molded mainly by the constituents of their practices, and educational factors that exert influence on their cognition both formally and informally. Nuances of participants’ empathy were also found as distinctive characteristics of their cognition. Finally, participants’ involvement in the research process resulted in a valuable source of reflection.Este estudio de caso cualitativo tuvo como objetivo adentrarse en la cognición de un grupo de profesores de inglés. Es decir, en su conjunto de creencias, conocimientos, pensamientos y prácticas. El estudio también buscó investigar los factores que ejercen influencia en su cognición y la importancia de las reflexiones de los participantes para cultivar la autoconciencia en relación con su cognición. La investigación se llevó a cabo en el Instituto de Lenguas Extranjeras (ILEX) de la Universidad Tecnológica de Pereira. El grupo de participantes estaba compuesto por seis profesores seleccionados para representar una amplia gama de experiencia docente, cualificaciones, edades y roles dentro del instituto de idiomas. Los datos se recopilaron a través de entrevistas semiestructuradas y sesiones de recuerdo estimulado, que posteriormente se sometieron a un análisis de contenido. Los hallazgos han puesto de manifiesto la formación de la identidad profesional de los participantes; se encontró que ésta se moldea principalmente por los componentes de sus prácticas y los factores educativos que ejercen influencia en su cognición tanto de manera formal como informal. También se encontraron matices de empatía en los participantes como características distintivas de su cognición. Por último, la participación de los docentes en el proceso de investigación resultó ser una valiosa fuente de reflexión.MaestríaMagíster en Educación BilingüeContents Abstract 3 Resumen 4 Acknowledgments 5 Introduction 11 Research Gap 13 Research Questions 15 Research Objectives 15 Theoretical Framework 16 Teachers’ Cognition 16 Teachers’ Cognition in Language Teaching 17 Constructing Teachers’ Cognition 20 Sociocultural Theory and Teachers’ Cognition 22 Social Learning 23 Reciprocal Determinism 24 Use of Social Learning Theory in The Classroom 24 Reflective Practice in Teaching 25 Teachers’ Stated Practices and Preferences 29 Teachers’ Empathy 30 Literature Review 32 Factors Shaping Teachers’ Cognition at Various Levels 33 Teachers’ Cognition and Emotions 33 Adverse Situations Shaping Teachers’ Cognition 34 Teachers’ Learning and Teaching Experience Shaping Their Cognition 35 Reflective Practice and Teachers’ Cognition 36 Cognition Informing Educational Decisions and Teachers’ Education 36 Teachers’ Attitudes Towards Language Teaching Influencing Their Cognition 37 Teachers’ Cognition and Curricular Innovations 38 Continuing Professional Development Shaping Teachers’ Cognition 39 Methodological Perspectives to the Study of Teachers’ Cognition 41 Collective Perspective to the Study of Teachers’ Cognition 41 Individual Perspective to the Study of Teachers’ Cognition 42 Narrative Inquiry in the Study of Teachers’ Cognition 42 Content Analysis and Common Data Collection Methods to Explore Teachers’ Cognition 43 Methodology 46 Qualitative Case Study 46 Context 46 Participants 48 Researchers’ Roles and Positionality 50 Data Collection Methods 51 Interviews 51 Stimulated Recalls 53 Data Analysis 54 Data Organization and Preparation 54 Coding 55 Reducing Overlapping and Redundancy 57 Findings and Discussion 60 Formal and Informal Educational Factors Influencing Teachers' Professional Identity, Knowledge, and Practices 61 Former Teachers as a Factor Influencing Professional Identity 62 Peers Influencing Teachers' Professional Identities and Teaching Practices 66 Professional Development Program Influencing Teachers' Professional Identities and Teaching Practices 70 Participants’ Teaching Experience Influencing Their Professional Identity and Teachers’ Knowledge 72 Family and Personal Relationships Influencing Teachers' Professional Identity 76 Self-Study Influencing Teachers' Professional Identity and Growth 78 The Teaching Context Affecting Teachers' Identity and Knowledge 79 Participants’ Distinctive Cognitions 81 ILEX’s Teachers Cognitions in Stated Practices 81 Teachers’ Stated Preferences in Relation to Their Practices in ILEX Classrooms 85 Empathy for Fostering Teacher-Student Approachability and Rapport Building 88 Empathy for Tolerating Mistakes Made by Students 93 Research Participation as an Emergent Opportunity for Reflective Practice 95 Verbalization of Participants’ Beliefs and Thoughts as a Source of Reflective Practice 99 Conceptualization of the Teaching Profession as a Source of Reflection 100 Participants’ Observation of Their Own Teaching on Video as a Source of Reflection 101 Unexpected Findings 103 Emerging Practices and Preferences from the Urgent Shift in Education Due to a Global Pandemic 103 The Use of Spanish in the English Language Classroom Due to the Implementation of Virtual Learning 108 Conclusions 115 Implications 117 Recommendations and Future Directions 119 Limitations 121 References 122 Appendix A Semi-structured interview 138 Appendix B Participants Consent Letter 14

Educación religiosa en América Latina y el Caribe : reflexiones y voces plurales para caminos pedagógicos interculturales

Compilador: José Mario Méndez Méndez Sección 1. Diversidad de Convicciones: creencias y espiritualidades. Sección 2. Textualidades Sagradas Sección 3. Ciencias de la religión. Sección 4. Expresiones de la diversidad. Sección 5. Religión y Cultura. Sección 6. Aportes pedagógicos. Sección 7. Educación religiosa en América Latina. Sección 8. Educación religiosa y espacios. Sección 9. Aspectos Jurídicos.El presente texto reúne los aportes de muchas personas que-desde diferentes países del continente-desean contribuir a la revisión y transformación intercultural de la educación religiosa en Latinoamérica y el Caribe. Como lo sugiere el título, confluyen aquí reflexiones y voces plurales para caminos pedagógicos interculturales. Cada una de las "voces" que conforman este texto expresa la intención de promover una educación liberadora-intercultural-decolonial, a partir de los desafíos que reconocemos en la realidad latinoamericana-caribeña.This text brings together the contributions of many people who-from different countries of the continent-wish to contribute to the revision and intercultural transformation of religious education in Latin America and the Caribbean. As the title suggests, reflections and plural voices converge here for intercultural pedagogical paths. Each one of the "voices" that make up this text expresses the intention of promoting a liberating-intercultural-decolonial education, based on the challenges that we recognize in the Latin American-Caribbean reality.Universidad Bíblica Latinoamericana, FONAPER, Foro de Educación Religiosa Costarricense, Universidad Regional de Blumenau, UNOCHAOECÓ, Escuela Ecuménica de Ciencias de la ReligiónEscuela Ecuménica de Ciencias de la Religió

I simposio Internacional sobre Investigación en la enseñanza de las ciencias

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Revista Temas Agrarios Volumen 26; Suplemento 1 de 2021

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