Pub Date : 2021-07-31DOI: 10.33096/eljour.v2i2.112
S. Hasan
Cognitive development shows the characteristics of children's intelligence. This is an aspect of the development of children's intelligence at all levels of education. Education must provide space for children's intelligence growth through responsive learning to children's potential. The pandemic period has had an impact on the child's cognitive development system, it is realized that there are positive things but there are also negative symptoms that must be studied and taken into account in the future. The results of the discussion of this paper conclude that; First, children's cognitive development is a mental process that encourages the formation of behavioral changes. This development generally refers to aspects of children's intelligence so as to encourage them to acquire new skills in receiving, storing information and then being able to use it in life. The process of cognitive development lasts from birth until a human dies. Second, the cognitive development of Madrasah Ibtidaiyah children during the pandemic can be optimized by creating a conducive learning environment by understanding children, providing children's play space, parents and teachers realizing that children are not half adults, children are in the imitating phase. learning. The assistance provided must still provide space for children to remain creative which is avoided from the pressure and coercion of studying at home. Knowledge of children's development during the pandemic is needed to further maximize children's cognitive development at Madrasah Ibtidaiyah.
{"title":"Telaah Perkembangan Kognitif Anak Madrasah Ibtidaiyah Pada Masa Pandemi","authors":"S. Hasan","doi":"10.33096/eljour.v2i2.112","DOIUrl":"https://doi.org/10.33096/eljour.v2i2.112","url":null,"abstract":"Cognitive development shows the characteristics of children's intelligence. This is an aspect of the development of children's intelligence at all levels of education. Education must provide space for children's intelligence growth through responsive learning to children's potential. The pandemic period has had an impact on the child's cognitive development system, it is realized that there are positive things but there are also negative symptoms that must be studied and taken into account in the future. The results of the discussion of this paper conclude that; First, children's cognitive development is a mental process that encourages the formation of behavioral changes. This development generally refers to aspects of children's intelligence so as to encourage them to acquire new skills in receiving, storing information and then being able to use it in life. The process of cognitive development lasts from birth until a human dies. Second, the cognitive development of Madrasah Ibtidaiyah children during the pandemic can be optimized by creating a conducive learning environment by understanding children, providing children's play space, parents and teachers realizing that children are not half adults, children are in the imitating phase. learning. The assistance provided must still provide space for children to remain creative which is avoided from the pressure and coercion of studying at home. Knowledge of children's development during the pandemic is needed to further maximize children's cognitive development at Madrasah Ibtidaiyah.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87545007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Indah Fajarwati, Akhmad Syahid, Surani Surani, A. Wahab
This study aims to determine the interpersonal communication of PAI teachers at SMA Negeri 8 Makassar. The learning activity of PAI students at SMA Negeri 8 Makassar, as well as the influence of teacher interpersonal communication on the learning activities of PAI students at SMA Negeri 8 Makassar by using quantitative descriptive types. And the data analysis method is simple linear regression with SPSS 25 program and the frequency percentage formula. The total population is 864 students, while the sample taken by the author is a random sample of 10% of the population, namely 86 respondents. Interpersonal communication of PAI teachers based on the perceptions of students, the total average of interpersonal communication of PAI teachers is 39.16, which means that the interpersonal communication of PAI teachers is in the high category and the learning activity of PAI students in SMA. Negeri 8 Makassar is a total of 64 questionnaires. ,35 means that based on the perceptions of students, active learning. PAI students are in the high category. The results of the analysis using simple linear analysis in the SPSS program show a simple regression formula which is known that the learning activity of students is influenced by 1,269 points of teacher interpersonal communication plus a constant value of 18,631. The other 3% is influenced by other variables.
本研究旨在了解SMA Negeri 8望加锡小学PAI教师的人际沟通情况。运用定量描述类型研究SMA Negeri 8望加锡小学PAI学生的学习活动，以及教师人际交往对SMA Negeri 8望加锡小学PAI学生学习活动的影响。数据分析方法采用SPSS 25程序和频率百分比公式进行简单线性回归。总人数为864名学生，而作者选取的样本是随机抽取10%的样本，即86名受访者。在学生感知的基础上，PAI教师人际交往的总平均值为39.16，说明PAI教师的人际交往在SMA中处于较高的类别，PAI学生的学习活跃度较高。Negeri 8望加锡共64份问卷。35意味着基于学生的感知，主动学习。PAI学生属于高类别。在SPSS程序中使用简单线性分析的分析结果显示了一个简单的回归公式，即教师人际交往的1,269点加上常数18,631点对学生学习活动的影响。另外3%受到其他变量的影响。
{"title":"Pengaruh Komunikasi Interpersonal Guru Terhadap Keaktifan Belajar Peserta Didik Pada Mata Pelajaran Pendidikan Agama Islam","authors":"Indah Fajarwati, Akhmad Syahid, Surani Surani, A. Wahab","doi":"10.33096/eljour.v2i2.95","DOIUrl":"https://doi.org/10.33096/eljour.v2i2.95","url":null,"abstract":"This study aims to determine the interpersonal communication of PAI teachers at SMA Negeri 8 Makassar. The learning activity of PAI students at SMA Negeri 8 Makassar, as well as the influence of teacher interpersonal communication on the learning activities of PAI students at SMA Negeri 8 Makassar by using quantitative descriptive types. And the data analysis method is simple linear regression with SPSS 25 program and the frequency percentage formula. The total population is 864 students, while the sample taken by the author is a random sample of 10% of the population, namely 86 respondents. Interpersonal communication of PAI teachers based on the perceptions of students, the total average of interpersonal communication of PAI teachers is 39.16, which means that the interpersonal communication of PAI teachers is in the high category and the learning activity of PAI students in SMA. Negeri 8 Makassar is a total of 64 questionnaires. ,35 means that based on the perceptions of students, active learning. PAI students are in the high category. The results of the analysis using simple linear analysis in the SPSS program show a simple regression formula which is known that the learning activity of students is influenced by 1,269 points of teacher interpersonal communication plus a constant value of 18,631. The other 3% is influenced by other variables.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86443877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Direct instruction of Social Emotional Learning (SEL) has been suggested for improving academic performance and reducing behavioral issues in classrooms (CASEL, 2020). This exploratory study provides insight into how a group of Ecuadorian elementary school teachers define and understand SEL. It examined changes in teachers’ perspectives and beliefs about their role in SEL integration in elementary school classrooms, after a full-day workshop focused on SEL integration. Quantitative and qualitative data collected before, during and after the SEL workshop indicated a positive change in the teachers’ foundational knowledge of SEL after participation in the workshop; however, there was no observed change in the teachers’ perceptions of their role in the actual implementation of SEL. Challenges and future implications for an effective integration of SEL are discussed in this research article.
{"title":"Exploratory Study of Ecuadorian Teachers’ Understanding of Social Emotional Learning: An Examination of Primary School Teachers","authors":"Ximena D. Burgin, Sheila Coli, Mayra C. Daniel","doi":"10.26817/16925777.964","DOIUrl":"https://doi.org/10.26817/16925777.964","url":null,"abstract":"Direct instruction of Social Emotional Learning (SEL) has been suggested for improving academic performance and reducing behavioral issues in classrooms (CASEL, 2020). This exploratory study provides insight into how a group of Ecuadorian elementary school teachers define and understand SEL. It examined changes in teachers’ perspectives and beliefs about their role in SEL integration in elementary school classrooms, after a full-day workshop focused on SEL integration. Quantitative and qualitative data collected before, during and after the SEL workshop indicated a positive change in the teachers’ foundational knowledge of SEL after participation in the workshop; however, there was no observed change in the teachers’ perceptions of their role in the actual implementation of SEL. Challenges and future implications for an effective integration of SEL are discussed in this research article.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76001817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study attempts to elucidate the effects that the use of mobile phones as tools for teaching reading have in fostering motivation in EFL students. Through the use of qualitative research techniques, the professor executes a set of activities in a reading techniques course for second-year English language learners; focus groups and questionnaires help gather the students' perceptions on their involvement, enjoyment, and investment; the atmosphere created during the implementation of the activities, and their overall experience. In conclusion, the ubiquity of cell phones provides advantages in the development of motivation towards learning English and in fostering independence.
{"title":"Role of Mobile Phones in Developing Motivation through Reading Activities in English Language Learners","authors":"Roger Segura Arias","doi":"10.26817/16925777.823","DOIUrl":"https://doi.org/10.26817/16925777.823","url":null,"abstract":"This case study attempts to elucidate the effects that the use of mobile phones as tools for teaching reading have in fostering motivation in EFL students. Through the use of qualitative research techniques, the professor executes a set of activities in a reading techniques course for second-year English language learners; focus groups and questionnaires help gather the students' perceptions on their involvement, enjoyment, and investment; the atmosphere created during the implementation of the activities, and their overall experience. In conclusion, the ubiquity of cell phones provides advantages in the development of motivation towards learning English and in fostering independence.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86403952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language learning that is grounded on learners’ sociocultural realities promises to be a meaningful experience they are likely to treasure when it comes to grappling with practical day-to-day matters. This article reports on a research study aimed at fostering socioculturally constructed language learning in a group of pre-service English teachers. This is a qualitative case study, grounded in a social constructivist paradigm, which draws on a pedagogy of multiliteracies through the Knowledge Process and the Concept of Design (Cope & Kalantzis, 2009) to embrace diverse modes of communication and to expand learners’ possibilities of engagement with text and the social and cultural world around them. The findings indicate that while learners are provided with opportunities to explore, reflect and co-construct socioculturally driven knowledge, they are involved in a meaning-making experience that allows them to make sense of the language they are learning.
{"title":"Awakening Sociocultural Realities in Pre-service Teachers Through a Pedagogy of Multiliteracies","authors":"Angela Yicely Castro-Gárces","doi":"10.26817/16925777.844","DOIUrl":"https://doi.org/10.26817/16925777.844","url":null,"abstract":"Language learning that is grounded on learners’ sociocultural realities promises to be a meaningful experience they are likely to treasure when it comes to grappling with practical day-to-day matters. This article reports on a research study aimed at fostering socioculturally constructed language learning in a group of pre-service English teachers. This is a qualitative case study, grounded in a social constructivist paradigm, which draws on a pedagogy of multiliteracies through the Knowledge Process and the Concept of Design (Cope & Kalantzis, 2009) to embrace diverse modes of communication and to expand learners’ possibilities of engagement with text and the social and cultural world around them. The findings indicate that while learners are provided with opportunities to explore, reflect and co-construct socioculturally driven knowledge, they are involved in a meaning-making experience that allows them to make sense of the language they are learning.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88078643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. López-Pinzón, Odilia Ramirez-Contreras, Luisa Fernanda Vargas-Orozco
This article reports on a mixed-methods research study in five English Language Teaching Master’s programs in Colombia. The purpose was to identify research problems as well as the strategies of intervention that M.A candidates and alumni dealt with in their theses. This study identified prevalent research methods, techniques, and instruments. The data collection methods included documentary analysis, four focus groups with students, four informal talks with the faculty, four interviews with the coordinators of the programs, and surveys with graduate students, professors, thesis advisors and administrators of these programs. Results suggest a preference for action research on issues of language skills, curriculum design, cognitive and affective factors. Pedagogical innovations dealt with ICT, ELT methods, and language learning strategies. Another result indicated that program participants considered the master’s as the most enriching professional development opportunity they have had. This study makes a call to local and national governments to continue funding continued graduate education and to make it a policy independent of partisan agendas.
{"title":"Exploratory Study of Recent Trends in ELT Master’s Programs: Insights from the stakeholders","authors":"M. López-Pinzón, Odilia Ramirez-Contreras, Luisa Fernanda Vargas-Orozco","doi":"10.26817/16925777.826","DOIUrl":"https://doi.org/10.26817/16925777.826","url":null,"abstract":"This article reports on a mixed-methods research study in five English Language Teaching Master’s programs in Colombia. The purpose was to identify research problems as well as the strategies of intervention that M.A candidates and alumni dealt with in their theses. This study identified prevalent research methods, techniques, and instruments. The data collection methods included documentary analysis, four focus groups with students, four informal talks with the faculty, four interviews with the coordinators of the programs, and surveys with graduate students, professors, thesis advisors and administrators of these programs. Results suggest a preference for action research on issues of language skills, curriculum design, cognitive and affective factors. Pedagogical innovations dealt with ICT, ELT methods, and language learning strategies. Another result indicated that program participants considered the master’s as the most enriching professional development opportunity they have had. This study makes a call to local and national governments to continue funding continued graduate education and to make it a policy independent of partisan agendas.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81088453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Omer Faruk Tavsanli, Abdullah Kaldırım, Tayyar Erdem Gedikli
Music plays an important role in students' language development. Because the process of acquiring and developing language skills of the individual and the process of learning to make music work have many similarities. In this study, the effect of teaching word with music with the normal intelligence and development level of 2nd grade students on the learning of the meaning of the word and ensuring the permanence of the word has been examined. Quasi-experimental design with experimental control group was used in the study. The research was carried out with 43 second grade students and the data were analyzed with ANOVA test. According to the results of the study, it is concluded that the teaching of vocabulary with music both the meaning of the word and providing the persistence of learning was found to be useful.
{"title":"Enhancing Permanence for Vocabulary Learning on 2nd Grade Students in Turkey Through Music","authors":"Omer Faruk Tavsanli, Abdullah Kaldırım, Tayyar Erdem Gedikli","doi":"10.26817/16925777.843","DOIUrl":"https://doi.org/10.26817/16925777.843","url":null,"abstract":"Music plays an important role in students' language development. Because the process of acquiring and developing language skills of the individual and the process of learning to make music work have many similarities. In this study, the effect of teaching word with music with the normal intelligence and development level of 2nd grade students on the learning of the meaning of the word and ensuring the permanence of the word has been examined. Quasi-experimental design with experimental control group was used in the study. The research was carried out with 43 second grade students and the data were analyzed with ANOVA test. According to the results of the study, it is concluded that the teaching of vocabulary with music both the meaning of the word and providing the persistence of learning was found to be useful.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84918904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daisy Catalina Carvajal Ayala, Ricardo Alonso Avendaño-Franco
Different authors have argued that collaborative work among children helps them to negotiate meanings and find solutions for learning. In this article, we describe a study conducted to validate a set of lesson plans specifically designed for collaborative work with children in collaborative learning spaces. A group of nine teachers implemented the lessons in their classes. Data were gathered by means of ethnographical notes to determine children’s reactions to collaborative work. As well, teachers responded a questionnaire on their perception of the lesson plans and collaborative learning. Results show that children can indeed work in collaboration when given the adequate conditions. Implications point in the direction of teacher education programs that can help teachers understand the principles and practices of collaborative learning with children.
{"title":"Implementing Lesson Plans for Collaborative Learning with Children in an EFL Context","authors":"Daisy Catalina Carvajal Ayala, Ricardo Alonso Avendaño-Franco","doi":"10.26817/16925777.872","DOIUrl":"https://doi.org/10.26817/16925777.872","url":null,"abstract":"Different authors have argued that collaborative work among children helps them to negotiate meanings and find solutions for learning. In this article, we describe a study conducted to validate a set of lesson plans specifically designed for collaborative work with children in collaborative learning spaces. A group of nine teachers implemented the lessons in their classes. Data were gathered by means of ethnographical notes to determine children’s reactions to collaborative work. As well, teachers responded a questionnaire on their perception of the lesson plans and collaborative learning. Results show that children can indeed work in collaboration when given the adequate conditions. Implications point in the direction of teacher education programs that can help teachers understand the principles and practices of collaborative learning with children.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79376631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Sánchez-Hernández, Enrique Vez López, Yeraldi García-Barrios
The goal of this qualitative study was to discover the nature of the factors that may demotivate university EFL students from participating in class. While previous studies conducted have focused on factors that affect classroom participation in general, this study involved in-depth interviews and observations in order to gain a comprehensive overview of the demotivating factors that impact EFL student participation levels. The study focuses on the participants’ participation habits and their perceptions of the factors that may inhibit it, that discourage learners from participating fully in class, and that effect learning negatively. The findings suggest that students’ perceptions of participation and their self-esteem and confidence affect their level of participation. They also indicate that the teacher’s role is an important variable in why students decide to remain silent.
{"title":"Factors that De-motivate EFL Students’ Class Participation at a School of Languages","authors":"D. Sánchez-Hernández, Enrique Vez López, Yeraldi García-Barrios","doi":"10.26817/16925777.860","DOIUrl":"https://doi.org/10.26817/16925777.860","url":null,"abstract":"The goal of this qualitative study was to discover the nature of the factors that may demotivate university EFL students from participating in class. While previous studies conducted have focused on factors that affect classroom participation in general, this study involved in-depth interviews and observations in order to gain a comprehensive overview of the demotivating factors that impact EFL student participation levels. The study focuses on the participants’ participation habits and their perceptions of the factors that may inhibit it, that discourage learners from participating fully in class, and that effect learning negatively. The findings suggest that students’ perceptions of participation and their self-esteem and confidence affect their level of participation. They also indicate that the teacher’s role is an important variable in why students decide to remain silent.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90777301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There has been a continuing interest in defining what comprises English teachers’ knowledge with the purpose of defining the boundaries of the English Teaching field and developing it as a respected discipline in education (Richards, 1990). The objective of this paper, shaped by the tenets of the Decolonial Turn, is to share some of the results of studying teachers’ knowledge with a view of knowledge described by Anzaldúa (2000) as “an overarching theory of consciousness… that tries to encompass all the dimensions of life, both inner –mental, emotional, instinctive, imaginal, spiritual, bodily realms—and outer—social, political, lived experiences.” (p. 177). Data were gathered by means of testimonial narratives, and their analysis followed some guidelines of Benmayor’s (2012) framework of testimonial narratives writing and communal analysis. The study is also inspired by and grounded on the Epistemologies of the South (Sousa Santos, 2004, 2006, 2016, 2018) to think of knowledge beyond the cognitive experiences of teachers. Some of the results show that teachers’ knowledge is something experienced by them not only in their cognition but also in their emotions and body. Not only do teachers rely on content, pedagogical or methodological knowledge, but also on emotion, as evidenced in a sample of teachers’ testimonial narratives.
{"title":"Moving from What Do English Teachers know? to How Do English Teachers Experience Knowledge? A Decolonial Perspective in the Study of English Teachers’ Knowledge","authors":"Adriana Castañeda-Londoño","doi":"10.26817/16925777.1002","DOIUrl":"https://doi.org/10.26817/16925777.1002","url":null,"abstract":"There has been a continuing interest in defining what comprises English teachers’ knowledge with the purpose of defining the boundaries of the English Teaching field and developing it as a respected discipline in education (Richards, 1990). The objective of this paper, shaped by the tenets of the Decolonial Turn, is to share some of the results of studying teachers’ knowledge with a view of knowledge described by Anzaldúa (2000) as “an overarching theory of consciousness… that tries to encompass all the dimensions of life, both inner –mental, emotional, instinctive, imaginal, spiritual, bodily realms—and outer—social, political, lived experiences.” (p. 177). Data were gathered by means of testimonial narratives, and their analysis followed some guidelines of Benmayor’s (2012) framework of testimonial narratives writing and communal analysis. The study is also inspired by and grounded on the Epistemologies of the South (Sousa Santos, 2004, 2006, 2016, 2018) to think of knowledge beyond the cognitive experiences of teachers. Some of the results show that teachers’ knowledge is something experienced by them not only in their cognition but also in their emotions and body. Not only do teachers rely on content, pedagogical or methodological knowledge, but also on emotion, as evidenced in a sample of teachers’ testimonial narratives.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85783001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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