研究孵化器中的教学关系与身份:语言教师研究训练的再概念

Pub Date : 2023-02-06 DOI:10.15446/profile.v25n1.94333
José V. Abad, Jennifer Daniela Regalado Chicaiza, Isabel Cristina Acevedo Tangarife
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引用次数: 0

摘要

本文报告了一个案例研究,分析了研究型孵化器中的教学关系和教师身份。这项研究在哥伦比亚一所私立大学的英语教学项目中进行了两年多的时间,包括对四名研究孵化器协调员的半结构化访谈和两组八名学生的焦点小组。我们发现,研究孵化器中的指导培养了对学生构建教师研究者身份至关重要的态度和能力。根据我们的研究结果,我们建立了一个理论模型,描述了研究型教育中围绕权力和影响轴的教学关系。最后,我们对合作研究训练方法中从以知识为中心到以知识为中心的教学关系的认识论转变提出了一些启示。
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Pedagogical Relationships and Identities in Research Incubators: Reconceptualizing Research Training for Language Teachers
This article reports on a case study that analyzed pedagogical relationships and teacher identities in research incubators. Conducted over two years in an English teaching program at a Colombian private university, the study included semi-structured interviews with four research incubator coordinators and two focus groups with eight students. We found that mentoring in research incubators nurtures attitudes and competencies crucial to the students’ construction of their identity as teacher researchers. From the results of our research, we built a theoretical model that describes pedagogical relationships in research education around the axes of power and affect. Finally, we draw some implications about an epistemological shift from knowledge-centered to knower-centered pedagogical relationships in collaborative approaches to research training.
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