Pub Date : 2021-09-23DOI: 10.17811/RIFIE.50.3.2021.697-704
María Dolores Molina Galvañ
espanolEste articulo compone la historia curricular de una experiencia de acompanamiento en un aula de Educacion Primaria. La historia se centra en el discurrir de la tertulia literaria, que es la forma pedagogica con que esta maestra abre un tiempo para leer y conversar juntos en clase. Una historia que va entrelazandose con las historias que la anteceden y, a su vez, con nuevas historias que emergen a partir de ella. El articulo estructura una temporalidad que recorre longitudinalmente la trama narrativa de esta experiencia educativa mostrando en su recorrido, y de forma narrativa, los cambios, las invenciones y los desbordamientos que se van aconteciendo; con todo esto nos acercamos a un modo de vivir el curriculum como un plan que se va componiendo y co-componiendo en el propio proceso de ensenar y aprender EnglishThis paper presents the curricular story of an experience of being alongside a Primary Education classroom. The story focuses on the course of the literary circle, which is the pedagogical method with which this teacher facilitates a time to read and talk together in class. A story that is intertwined with the stories that precede it and, at the same time, with new stories that emerge from it. The article structures a temporality that runs longitudinally through the narrative plot of this educational experience showing in its journey, and in a narrative way, the changes, inventions and overfl ows that take place during its course. This implies approaching the curriculum as a plan that is being composed and co-composed in the very process of teaching and learning
这篇文章包含了一个小学课堂陪伴经验的课程历史。故事的重点是文学闲聊，这是这位老师在课堂上开启阅读和交谈时间的教学方式。这是一个与之前的故事交织在一起的故事，反过来，又与由此产生的新故事交织在一起。这篇文章构建了一种时间性，它纵向地贯穿了这一教育经验的叙事情节，以叙事的方式展示了它的过程中发生的变化、发明和过度;通过所有这些，我们接近了一种生活方式，将课程作为一个计划，在教学和学习的过程中组成和共同组成英语本文介绍了一个课程故事的经验，作为一个小学教育教室。The story的on The 52,000 of The literary圈,which is The pedagogical method with which this teacher facilitates time to read and talk in class在一起。先于A story that is intertwined with the " that and at the same time, it with new that from it出现的故事。本文构建了一种时间性，纵向地贯穿于这种教育经验的叙述情节，并以叙述的方式，在其过程中发生的变化、发明和溢出。这意味着将课程作为一项计划来处理，该计划是在教学和学习的过程中制定和共同制定的
{"title":"Leer y conversar, el discurrir de la tertulia literaria en una clase de sexto","authors":"María Dolores Molina Galvañ","doi":"10.17811/RIFIE.50.3.2021.697-704","DOIUrl":"https://doi.org/10.17811/RIFIE.50.3.2021.697-704","url":null,"abstract":"espanolEste articulo compone la historia curricular de una experiencia de acompanamiento en un aula de Educacion Primaria. La historia se centra en el discurrir de la tertulia literaria, que es la forma pedagogica con que esta maestra abre un tiempo para leer y conversar juntos en clase. Una historia que va entrelazandose con las historias que la anteceden y, a su vez, con nuevas historias que emergen a partir de ella. El articulo estructura una temporalidad que recorre longitudinalmente la trama narrativa de esta experiencia educativa mostrando en su recorrido, y de forma narrativa, los cambios, las invenciones y los desbordamientos que se van aconteciendo; con todo esto nos acercamos a un modo de vivir el curriculum como un plan que se va componiendo y co-componiendo en el propio proceso de ensenar y aprender EnglishThis paper presents the curricular story of an experience of being alongside a Primary Education classroom. The story focuses on the course of the literary circle, which is the pedagogical method with which this teacher facilitates a time to read and talk together in class. A story that is intertwined with the stories that precede it and, at the same time, with new stories that emerge from it. The article structures a temporality that runs longitudinally through the narrative plot of this educational experience showing in its journey, and in a narrative way, the changes, inventions and overfl ows that take place during its course. This implies approaching the curriculum as a plan that is being composed and co-composed in the very process of teaching and learning","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":"50 1","pages":"697-704"},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41979901","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}
Pub Date : 2021-09-23DOI: 10.17811/RIFIE.50.3.2021.721-728
Luis Gabriel Porta Vazquez, María Cristina Sarasa Muñiz
This paper engages in a narrative inquiry as narrative pedagogy into formative experiences in English teacher education curricula. These constitute sites where students’ lives unfold and are expressed through co-composed texts negotiating meanings of their storied experiences. As authors and participant researchers, we embrace a curricular ontology of becoming and feeling with 24 undergraduates in the context of their initial English-language teacher education in an Argentinean state university. Our research question concerns the ways in which our students’ narratives on good teaching become intertwined and emplotted during their education. We define curriculum as a co-construction whose protagonists generate personal practical knowledge. It deserves ontological care, epistemological respect, and engagement in relational ethics manifested in curricular sensitivity towards storied lives and experiences. Narrative inquiry as narrative pedagogy allowed us to interweave narrative strands about good teaching expressed in the 24 students’ co-narrated stories. Embodied understandings about living, and knowing about, good teaching emerge from these storied threads. We conclude by discussing the implications of our narratives as they publicly retrieve intimate, often silenced, experiences about the meanings of good teaching in initial formation curricula.
{"title":"Una indagación narrativa en los procesos de construcción curricular a partir de relatos de experiencias de docentes en ciernes durante la formación del profesorado","authors":"Luis Gabriel Porta Vazquez, María Cristina Sarasa Muñiz","doi":"10.17811/RIFIE.50.3.2021.721-728","DOIUrl":"https://doi.org/10.17811/RIFIE.50.3.2021.721-728","url":null,"abstract":"This paper engages in a narrative inquiry as narrative pedagogy into formative experiences in English teacher education curricula. These constitute sites where students’ lives unfold and are expressed through co-composed texts negotiating meanings of their storied experiences. As authors and participant researchers, we embrace a curricular ontology of becoming and feeling with 24 undergraduates in the context of their initial English-language teacher education in an Argentinean state university. Our research question concerns the ways in which our students’ narratives on good teaching become intertwined and emplotted during their education. We define curriculum as a co-construction whose protagonists generate personal practical knowledge. It deserves ontological care, epistemological respect, and engagement in relational ethics manifested in curricular sensitivity towards storied lives and experiences. Narrative inquiry as narrative pedagogy allowed us to interweave narrative strands about good teaching expressed in the 24 students’ co-narrated stories. Embodied understandings about living, and knowing about, good teaching emerge from these storied threads. We conclude by discussing the implications of our narratives as they publicly retrieve intimate, often silenced, experiences about the meanings of good teaching in initial formation curricula.","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":"50 1","pages":"721-728"},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47578362","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}
Pub Date : 2021-09-23DOI: 10.17811/RIFIE.50.3.2021.673-680
E. Fernández
espanolEl presente articulo nace de un proceso de indagacion narrativa desarrollado durante 2016-2018 en una escuela de Educacion Infantil ubicada en Edmonton (Canada). Junto a Tessa, la maestra, y los ninos y ninas de la clase, exploramos como la ensenanza puede ser vivida como una experiencia de creacion, cuales son las condiciones que hacen posible esa creacion curricular y que necesitamos para sostenerla y avivarla. El curriculo es entendido como un proceso en el que convergen multiples dimensiones e historias. Un proceso de co-composicion donde las preguntas, saberes, propuestas educativas, conversaciones, juegos, lecturas, incertidumbres y tensiones son entretejidas por quienes conforman la vida de la clase. Los hilos de sentido que emergen de la investigacion se presentan a traves de dos historias: a) vivir el curriculo como un disponerse a ‘algo’ y b) la creacion curricular como composicion. Repetir, componer y disponerse son tres movimientos internos de la creacion curricular que nos permite pensarnos en el espacio educativo no solo desde el presente y la presencia, sino desde una capacidad imaginativa respecto a esas otras posibilidades que tienen sentido en y para la vida educativa de los ninos y ninas EnglishThis article arises from a narrative inquiry process developed in an Early Childhood Education school located in Edmonton (Canada) from 2016 to 2018. Alongside Tessa, a Kindergarten teacher, and the children, we explore how teaching can be lived as an experience of creation, what are the conditions that make this curriculum making process possible, and what we need to sustain and to enliven it. We understand curriculum as a multistoried process where children’s wonders, knowledge, educational proposals and activities, conversations, games, readings, uncertainties, and tensions are interwoven by those who are part of the daily basis class. The resonances of meaning that emerge from the current research are presented through two stories: a) to experience the curriculum as a readiness and att entiveness to ‘something’ and b) curriculum creation as composition. To create, to compose and to be att entive to what children are symbolically placing in the middle of the class allows us to think about the educational space not only from the present and the presence, but from an imaginative ability regarding those other possibilities that make sense in and for the children’s educational life and development
这篇文章诞生于2016-2018年加拿大埃德蒙顿一所幼儿园的叙事调查过程。与老师Tessa和班上的孩子们一起，我们探索了如何将教学作为一种创造体验来生活，是什么条件使课程创造成为可能，以及我们需要什么来维持和促进它。课程被理解为一个多重维度和故事汇聚的过程。这是一个共同创作的过程，在这个过程中，问题、知识、教育建议、对话、游戏、阅读、不确定性和紧张被构成课堂生活的人编织在一起。在这篇文章中，我们提出了一种方法，通过这种方法，我们可以将课程作为一种“东西”来生活，而不是作为一种“东西”。重复,制作和准备三个动作是国内的创作空间,使我们能够pensarnos课程教育不仅从本存在,从一个富有想象力的能力对他们这些备选方法和生活教育孩子和孩子EnglishThis条arises from a narrative inquiry process发达in an早期儿童教育学校located in埃德蒙顿(加拿大)从2016年到2018年。与幼儿园教师Tessa和孩子们一起，我们探讨了如何将教学作为一种创造的体验来生活，是什么条件使这一课程过程成为可能，以及我们需要维持和加强它。我们将课程理解为一个多故事的过程，其中儿童的奇迹、知识、教育建议和活动、对话、游戏、阅读、不确定性和紧张是由日常基础课堂的一部分交织在一起的。从当前研究中产生的意义共鸣通过两个故事呈现出来:(a)将课程体验为对“某物”的准备和韧性;(b)课程创作为构成。To create, To compose and To be的entive To what children are金钥匙将in the middle of the class allows us To think about the educational space not only from the目前and the在场,but from an imaginative能力有关的那些其他志愿that make sense in and for the children’s educational life and development)
{"title":"Cuidar y experimentar el currículum: historias y movimientos en una clase de Educación Infantil","authors":"E. Fernández","doi":"10.17811/RIFIE.50.3.2021.673-680","DOIUrl":"https://doi.org/10.17811/RIFIE.50.3.2021.673-680","url":null,"abstract":"espanolEl presente articulo nace de un proceso de indagacion narrativa desarrollado durante 2016-2018 en una escuela de Educacion Infantil ubicada en Edmonton (Canada). Junto a Tessa, la maestra, y los ninos y ninas de la clase, exploramos como la ensenanza puede ser vivida como una experiencia de creacion, cuales son las condiciones que hacen posible esa creacion curricular y que necesitamos para sostenerla y avivarla. El curriculo es entendido como un proceso en el que convergen multiples dimensiones e historias. Un proceso de co-composicion donde las preguntas, saberes, propuestas educativas, conversaciones, juegos, lecturas, incertidumbres y tensiones son entretejidas por quienes conforman la vida de la clase. Los hilos de sentido que emergen de la investigacion se presentan a traves de dos historias: a) vivir el curriculo como un disponerse a ‘algo’ y b) la creacion curricular como composicion. Repetir, componer y disponerse son tres movimientos internos de la creacion curricular que nos permite pensarnos en el espacio educativo no solo desde el presente y la presencia, sino desde una capacidad imaginativa respecto a esas otras posibilidades que tienen sentido en y para la vida educativa de los ninos y ninas EnglishThis article arises from a narrative inquiry process developed in an Early Childhood Education school located in Edmonton (Canada) from 2016 to 2018. Alongside Tessa, a Kindergarten teacher, and the children, we explore how teaching can be lived as an experience of creation, what are the conditions that make this curriculum making process possible, and what we need to sustain and to enliven it. We understand curriculum as a multistoried process where children’s wonders, knowledge, educational proposals and activities, conversations, games, readings, uncertainties, and tensions are interwoven by those who are part of the daily basis class. The resonances of meaning that emerge from the current research are presented through two stories: a) to experience the curriculum as a readiness and att entiveness to ‘something’ and b) curriculum creation as composition. To create, to compose and to be att entive to what children are symbolically placing in the middle of the class allows us to think about the educational space not only from the present and the presence, but from an imaginative ability regarding those other possibilities that make sense in and for the children’s educational life and development","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":"50 1","pages":"673-680"},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48006709","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}
Pub Date : 2021-09-23DOI: 10.17811/rifie.50.3.2021.737-744
Susana Orozco-Martínez, Laura Pañagua Domínguez, María-Victoria Martos-Pérez
En el presente artículo[1] se comparte una mirada sobre posibles modos en que las relaciones educativas, sostenidas con cuidado y atención, contribuyen a desplegar no solo el currículum prescrito de forma teórica, sino de una manera más experiencial en el aula universitaria. Buscamos compartir cómo la práctica de indagar y pensar sobre las experiencias escolares y las que se van viviendo en el aula, permiten a cada uno/a ir creando y recreando elementos curriculares, desde una mirada singular, pedagógica. Con este trabajo se pretende: a) ahondar en los modos en cómo una disposición a la relación educativa puede cultivar el pensar y repensarnos como docentes, b) explorar cómo la formación puede constituirse en una experiencia de creación y, c) reconocer aquellas prácticas docentes que puedan favorecer a los procesos de creación y recreación del currículum en la formación de educadores/as. Para ello, recurrimos a la indagación narrativa (Clandinin y Connelly, 2000), porque nos posibilita apelar a la experiencia vivida y al devenir de la clase, desde una visión del currículum como un entramado único y singular que se va generando entre quienes van al encuentro de la relación educativa. Esta perspectiva nos ha posibilitado analizar cómo al acoger lo imprevisible que surge en la clase, se vivifican los procesos formativos, dando lugar a experiencias y aprendizajes cuyo valor excede lo previsto en el plan docente, abriendo nuevos elementos pedagógicos para pensar el oficio de educador/a. [1] Este artículo es fruto del proyecto de investigación “Relaciones educativas y creación del currículum: entre la experiencia escolar y la formación inicial del profesorado. Indagaciones narrativas” (EDU2016-77576-P) (AEI/FEDER, UE).
{"title":"La creación curricular en la formación de educadores","authors":"Susana Orozco-Martínez, Laura Pañagua Domínguez, María-Victoria Martos-Pérez","doi":"10.17811/rifie.50.3.2021.737-744","DOIUrl":"https://doi.org/10.17811/rifie.50.3.2021.737-744","url":null,"abstract":"En el presente artículo[1] se comparte una mirada sobre posibles modos en que las relaciones educativas, sostenidas con cuidado y atención, contribuyen a desplegar no solo el currículum prescrito de forma teórica, sino de una manera más experiencial en el aula universitaria. Buscamos compartir cómo la práctica de indagar y pensar sobre las experiencias escolares y las que se van viviendo en el aula, permiten a cada uno/a ir creando y recreando elementos curriculares, desde una mirada singular, pedagógica. Con este trabajo se pretende: a) ahondar en los modos en cómo una disposición a la relación educativa puede cultivar el pensar y repensarnos como docentes, b) explorar cómo la formación puede constituirse en una experiencia de creación y, c) reconocer aquellas prácticas docentes que puedan favorecer a los procesos de creación y recreación del currículum en la formación de educadores/as. Para ello, recurrimos a la indagación narrativa (Clandinin y Connelly, 2000), porque nos posibilita apelar a la experiencia vivida y al devenir de la clase, desde una visión del currículum como un entramado único y singular que se va generando entre quienes van al encuentro de la relación educativa. Esta perspectiva nos ha posibilitado analizar cómo al acoger lo imprevisible que surge en la clase, se vivifican los procesos formativos, dando lugar a experiencias y aprendizajes cuyo valor excede lo previsto en el plan docente, abriendo nuevos elementos pedagógicos para pensar el oficio de educador/a. \u0000 \u0000[1] Este artículo es fruto del proyecto de investigación “Relaciones educativas y creación del currículum: entre la experiencia escolar y la formación inicial del profesorado. Indagaciones narrativas” (EDU2016-77576-P) (AEI/FEDER, UE). ","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49171987","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}
Pub Date : 2021-09-23DOI: 10.17811/RIFIE.50.3.2021.689-696
C. S. Mocholí, Clara Arbiol i González
espanolinician. El texto es fruto del estudio que hemos realizado en una escuela publica de una poblacion cercana a la ciudad de Valencia. Es una escuela peculiar pues esta en un paraje natural, donde el tiempo parece desacelerarse. Durante dos cursos hemos acompanado a las maestras y a las criaturas en dos aulas de 5 y 3 anos respectivamente. Nuestra investigacion de caracter narrativo explora, desde distintos puntos de vista, los procesos de creacion curricular que observabamos en las aulas. En nuestra practica de observacion recogemos hilos con los que enlazar historias que nos muestran como el curriculum se va creando en la escuela. En este texto exploraremos uno de esos hilos de nuestro estudio: el papel que los materiales tienen en la vida del aula, como determinados objetos (libros, elementos naturales, fotografias...) conectan la vida del aula con la vida de las ninas y los ninos y sus historias familiares, y como cuando las maestras acogen estos materiales y les hacen espacio, aparecen nuevas historias para vivirse desde ellas EnglishIn this paper we aim to present the early childhood education classroom as a space and a time of collected, lived, and prompted stories. This text is the result of a study conducted in a state school located in a village near Valencia. It is a singular school, for it is situated in a nature park, where time seems to decelerate. For two school years, we have been alongside teachers and children in two classrooms of ages 5 and 3 respectively. Our investigation – which is of narrative character – explores from diff erent points of view the curriculum-making processes observed in the classrooms.In our observation practice, we gather threads with which to connect stories that show how the curriculum is created within the school. In this paper we will explore one of these threads of our study: the role materials play in the life of the classroom, the way in which certain objects (books, natural elements, photographs...) connect the life of the classroom to the life of the children and their family stories, and how, when teachers embrace these materials and give them a space, new stories to be experienced spring up
espanolinician。这篇文章是我们在巴伦西亚市附近的一所公立学校进行的研究的结果。这是一所特殊的学校，因为它位于自然环境中，时间似乎在放缓。在两个课程中，我们分别在两个5岁和3岁的教室里陪伴老师和孩子。我们的叙事研究从不同的角度探讨了我们在课堂上观察到的课程创造过程。在我们的观察实践中，我们收集线索，将故事联系起来，向我们展示课程是如何在学校创建的。在本文中，我们将探讨其中一个研究线索:作用等材料需要在课堂生活的特定对象(书籍,自然元素,照片...)连接课堂生活孩子和孩子的生活和家庭的故事,就像当女教师欢迎这些材料和押注,其中出现新的故事来过的空间EnglishIn this paper we aim to目前早期儿童教育课堂as a space and time of司一起,使得和故事。本文是在巴伦西亚附近一个村庄的一所公立学校进行的一项研究的结果。这是一所独特的学校，因为它位于一个自然公园，在那里时间似乎放缓。在两个学年里，我们和老师和孩子们在两个教室里，分别是5岁和3岁。我们的调查——这是一种叙事特征——从不同的角度探讨了在课堂上观察到的课程制作过程。在我们的观察实践中，我们收集线索，把故事联系起来，说明课程是如何在学校内制定的。In this paper we will探索这些threads的one of our study: the role materials play In the life of the课堂,the way In which一定objects (books,自然代谢,photographs ... connect the life of the课堂to the life of the儿童及其家庭的故事,and how, when教师embrace这些材料和故事给他们空间,new to be experienced spring up
{"title":"Objetos y materiales en la escuela infantil: historias que se recogen, se viven y se inician","authors":"C. S. Mocholí, Clara Arbiol i González","doi":"10.17811/RIFIE.50.3.2021.689-696","DOIUrl":"https://doi.org/10.17811/RIFIE.50.3.2021.689-696","url":null,"abstract":"espanolinician. El texto es fruto del estudio que hemos realizado en una escuela publica de una poblacion cercana a la ciudad de Valencia. Es una escuela peculiar pues esta en un paraje natural, donde el tiempo parece desacelerarse. Durante dos cursos hemos acompanado a las maestras y a las criaturas en dos aulas de 5 y 3 anos respectivamente. Nuestra investigacion de caracter narrativo explora, desde distintos puntos de vista, los procesos de creacion curricular que observabamos en las aulas. En nuestra practica de observacion recogemos hilos con los que enlazar historias que nos muestran como el curriculum se va creando en la escuela. En este texto exploraremos uno de esos hilos de nuestro estudio: el papel que los materiales tienen en la vida del aula, como determinados objetos (libros, elementos naturales, fotografias...) conectan la vida del aula con la vida de las ninas y los ninos y sus historias familiares, y como cuando las maestras acogen estos materiales y les hacen espacio, aparecen nuevas historias para vivirse desde ellas EnglishIn this paper we aim to present the early childhood education classroom as a space and a time of collected, lived, and prompted stories. This text is the result of a study conducted in a state school located in a village near Valencia. It is a singular school, for it is situated in a nature park, where time seems to decelerate. For two school years, we have been alongside teachers and children in two classrooms of ages 5 and 3 respectively. Our investigation – which is of narrative character – explores from diff erent points of view the curriculum-making processes observed in the classrooms.In our observation practice, we gather threads with which to connect stories that show how the curriculum is created within the school. In this paper we will explore one of these threads of our study: the role materials play in the life of the classroom, the way in which certain objects (books, natural elements, photographs...) connect the life of the classroom to the life of the children and their family stories, and how, when teachers embrace these materials and give them a space, new stories to be experienced spring up","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":"50 1","pages":"689-696"},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42560390","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}
Pub Date : 2021-09-23DOI: 10.17811/RIFIE.50.3.2021.663-664
J. Domingo
Introduction to the monographic issue "Curriculum as a creative process: narrative inquiries"
专题论文“课程作为一个创造性过程：叙述性探究”简介
{"title":"Presentación del monográfico: \"El currículum como un proceso de creación: indagaciones narrativas\"","authors":"J. Domingo","doi":"10.17811/RIFIE.50.3.2021.663-664","DOIUrl":"https://doi.org/10.17811/RIFIE.50.3.2021.663-664","url":null,"abstract":"Introduction to the monographic issue \"Curriculum as a creative process: narrative inquiries\"","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":"50 1","pages":"663-664"},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46600208","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}
Pub Date : 2021-06-24DOI: 10.17811/rifie.50.2.2021.603-614
D. Tafazoli
The aim of this paper is to synthesize the themes and topics addressed language teachers’ new literacies in the published articles between 2010–2020 to understand research and approaches to the new literacies of language teachers. To this end, the researchers applied an integrative review of 29 papers selected from a body of 503 published papers in nine databases. The review showed that most papers related to new literacies in professional development focused on the term digital literacy. Moreover, most of the published papers are from Asia and Europe and were conducted on in-service teachers. A great majority of published papers relied on qualitative research design, and web 2.0 technologies are the dominant technologies in the reviewed studies. My findings potentially pave the way for future researchers to recognize and classify new possible areas of research as regards the use of new literacies as a necessity for language pedagogy.
{"title":"Language Teachers' Professional Development and New Literacies: An Integrative Review","authors":"D. Tafazoli","doi":"10.17811/rifie.50.2.2021.603-614","DOIUrl":"https://doi.org/10.17811/rifie.50.2.2021.603-614","url":null,"abstract":"The aim of this paper is to synthesize the themes and topics addressed language teachers’ new literacies in the published articles between 2010–2020 to understand research and approaches to the new literacies of language teachers. To this end, the researchers applied an integrative review of 29 papers selected from a body of 503 published papers in nine databases. The review showed that most papers related to new literacies in professional development focused on the term digital literacy. Moreover, most of the published papers are from Asia and Europe and were conducted on in-service teachers. A great majority of published papers relied on qualitative research design, and web 2.0 technologies are the dominant technologies in the reviewed studies. My findings potentially pave the way for future researchers to recognize and classify new possible areas of research as regards the use of new literacies as a necessity for language pedagogy.","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46449907","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}
Pub Date : 2021-06-24DOI: 10.17811/rifie.50.2.2021.567-576
E. Peñalver, Alexandra Santamaría Urbieta
Este estudio tiene como objetivo explorar el uso del storytelling digital como una forma de mejorar las habilidades lingüísticas de los estudiantes en inglés con fines específicos (ESP), particularmente en el caso del inglés del ámbito de los negocios, y desarrollar nuevas alfabetizaciones que podrían aplicarse en su futuro profesional. Para ello, en el marco teórico revisaremos la literatura relacionada con las competencias y habilidades que los estudiantes necesitan en la actualidad, la evolución del uso del storytelling en el aula física hasta su formato digital en entornos de enseñanza online, y su aplicación en el aula de ESP. Posteriormente, analizaremos los resultados obtenidos de una encuesta en la que los participantes aportaron información sobre sus percepciones tras completar una actividad de storytelling digital. Estos datos nos permitirán responder a las preguntas de investigación de nuestro estudio. En las conclusiones reflexionaremos sobre la importancia de realizar este tipo de estudios como forma de adecuar la formación a las competencias y habilidades que los estudiantes necesitan desarrollar en el siglo XXI.
{"title":"El storytelling digital en el aula de inglés para fines específicos: ¿una nueva alfabetización en la formación híbrida en lenguas?","authors":"E. Peñalver, Alexandra Santamaría Urbieta","doi":"10.17811/rifie.50.2.2021.567-576","DOIUrl":"https://doi.org/10.17811/rifie.50.2.2021.567-576","url":null,"abstract":"Este estudio tiene como objetivo explorar el uso del storytelling digital como una forma de mejorar las habilidades lingüísticas de los estudiantes en inglés con fines específicos (ESP), particularmente en el caso del inglés del ámbito de los negocios, y desarrollar nuevas alfabetizaciones que podrían aplicarse en su futuro profesional. Para ello, en el marco teórico revisaremos la literatura relacionada con las competencias y habilidades que los estudiantes necesitan en la actualidad, la evolución del uso del storytelling en el aula física hasta su formato digital en entornos de enseñanza online, y su aplicación en el aula de ESP. Posteriormente, analizaremos los resultados obtenidos de una encuesta en la que los participantes aportaron información sobre sus percepciones tras completar una actividad de storytelling digital. Estos datos nos permitirán responder a las preguntas de investigación de nuestro estudio. En las conclusiones reflexionaremos sobre la importancia de realizar este tipo de estudios como forma de adecuar la formación a las competencias y habilidades que los estudiantes necesitan desarrollar en el siglo XXI.","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43447843","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}
Pub Date : 2021-06-24DOI: 10.17811/rifie.50.2.2021.625-634
Cristina A. Huertas-Abril
In a changing, dynamic world increasingly dependent on technologies, it is necessary to educate children so that they can participate fully in today’s and future society. Literacy thus needs much more than the traditional approaches to reading and writing in students’ first language. After analyzing the concept and implications of new literacies in foreign language learning, a quantitative study was carried out to explore Spanish primary education students’ perceptions (n = 82) on the development of new literacies in the English as a foreign language (EFL) lesson after using the online video discussion platform Flipgrid to practice their oral expression and create meanings in EFL during the COVID-19 pandemic. The analysis also aims to analyze whether there are differences based on gender, age and educational stage. The results show that the participants in this study were motivated to use this digital tool that enables them to make comments to their partners’ videos, send messages about the oral texts, and include additional media, among many other options, going then beyond reading texts on a computer screen. This study concludes with a series of considerations for possible future implementations.
{"title":"Developing Speaking with 21st Century Digital Tools in the English as a Foreign Language Classroom:","authors":"Cristina A. Huertas-Abril","doi":"10.17811/rifie.50.2.2021.625-634","DOIUrl":"https://doi.org/10.17811/rifie.50.2.2021.625-634","url":null,"abstract":"In a changing, dynamic world increasingly dependent on technologies, it is necessary to educate children so that they can participate fully in today’s and future society. Literacy thus needs much more than the traditional approaches to reading and writing in students’ first language. After analyzing the concept and implications of new literacies in foreign language learning, a quantitative study was carried out to explore Spanish primary education students’ perceptions (n = 82) on the development of new literacies in the English as a foreign language (EFL) lesson after using the online video discussion platform Flipgrid to practice their oral expression and create meanings in EFL during the COVID-19 pandemic. The analysis also aims to analyze whether there are differences based on gender, age and educational stage. The results show that the participants in this study were motivated to use this digital tool that enables them to make comments to their partners’ videos, send messages about the oral texts, and include additional media, among many other options, going then beyond reading texts on a computer screen. This study concludes with a series of considerations for possible future implementations.","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46816225","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}
Pub Date : 2021-06-24DOI: 10.17811/rifie.50.2.2021.585-592
J. Krajka
While teacher-as-methodology-researcher paradigm in the area of methodology is quite firmly established, teacher-as-language-researcher is less common, especially in teacher training programmes. Much less emphasis is placed on equipping teachers (especially non-natives) with skills of language analysis, hypothesis posing, data retrieval and analysis. The use of ready-made language corpora in preparing classroom data and creating materials is still inadequately covered in teacher training programmes, let alone putting future teachers in the shoes of linguistic researchers observing the changing face of English. The purpose of this paper is to present a case for promoting teacher-as-language-researcher attitudes in the graduate teacher training programme. A case study is presented, in which student teachers were gradually introduced into New Englishes, through existing corpora, text retrieval and compilation, and — finally — do-it-yourself concordancing. The data from questionnaires and teacher diaries will illuminate upon the viability of self-made corpus compilations as a part of 21st century digital literacy.
{"title":"Non-Native Teachers Investigating New Englishes","authors":"J. Krajka","doi":"10.17811/rifie.50.2.2021.585-592","DOIUrl":"https://doi.org/10.17811/rifie.50.2.2021.585-592","url":null,"abstract":"While teacher-as-methodology-researcher paradigm in the area of methodology is quite firmly established, teacher-as-language-researcher is less common, especially in teacher training programmes. Much less emphasis is placed on equipping teachers (especially non-natives) with skills of language analysis, hypothesis posing, data retrieval and analysis. The use of ready-made language corpora in preparing classroom data and creating materials is still inadequately covered in teacher training programmes, let alone putting future teachers in the shoes of linguistic researchers observing the changing face of English.\u0000The purpose of this paper is to present a case for promoting teacher-as-language-researcher attitudes in the graduate teacher training programme. A case study is presented, in which student teachers were gradually introduced into New Englishes, through existing corpora, text retrieval and compilation, and — finally — do-it-yourself concordancing. The data from questionnaires and teacher diaries will illuminate upon the viability of self-made corpus compilations as a part of 21st century digital literacy.","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45361439","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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