Please use this identifier to cite or link to this item:
https://bibliotecadigital.iue.edu.co/jspui/handle/20.500.12717/2049Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Quintero Arrubla, Sonia Ruth | - |
| dc.contributor.author | Quiceno Sosa, Evelin Cristina | - |
| dc.contributor.author | Uribe Hoyos, Claudia María | - |
| dc.date.accessioned | 2021-05-24T22:00:07Z | - |
| dc.date.available | 2021-05-24T22:00:07Z | - |
| dc.date.issued | 2021-04-20 | - |
| dc.identifier.citation | Quintero Arrubla, S. R., Quiceno Sosa, E. C., & Uribe Hoyos, C. M. (2021). From preschool educator to preschool English Educator: A study of transformation of classroom practice. Psicoespacios, 14(25), 44-66. Recuperado a partir de http://revistas.iue.edu.co/revistasiue/index.php/Psicoespacios/article/view/1407 | en_ES |
| dc.identifier.uri | http://revistas.iue.edu.co/revistasiue/index.php/Psicoespacios/article/view/1407 | - |
| dc.identifier.uri | http://bibliotecadigital.iue.edu.co/jspui/handle/20.500.12717/2049 | - |
| dc.description.abstract | Este estudio de caso tiene como objetivo analizar cómo los maestros de preescolar pueden desempeñar el papel de educadores de idiomas (español e inglés) y cómo se están transformando sus prácticas pedagógicas. Este estudio considera el marco teórico detrás del paradigma constructivista, que establece que el contexto, las acciones y pun-tos de vista de los participantes, y los elementos históricos, todos juegan un papel en la construcción de teoría. (Creswell, 2014). Los hallazgos muestran que los educadores de preescolar pueden mejorar significativamente su competencia comunicativa, parti-cularmente en las competencias discursivas, estratégicas y socioculturales. Además, a través de la reflexión y la autoevaluación, los maestros de preescolar refinan sus prácti-cas en el aula y mejoran su concepción sobre la enseñanza del inglés a los estudiantes de preescolar. | en_ES |
| dc.format.extent | 23 | en_ES |
| dc.format.mimetype | application/pdf | en_ES |
| dc.language.iso | spa | en_ES |
| dc.publisher | Institución Universitaria de Envigado Publicador | en_ES |
| dc.rights | info:eu-repo/semantics/openAccess | en_ES |
| dc.rights.uri | https://creativecommons.org/licenses/by-nd/4.0/ | en_ES |
| dc.source | Instutución Universitaria de Envigado | en_ES |
| dc.source | RI-IUE | en_ES |
| dc.title | From preschool educator to preschool English Educator: A study of transformation of classroom practice | en_ES |
| oaire.citationendpage | 66 | en_ES |
| oaire.citationissue | 25 | en_ES |
| oaire.citationstartpage | 44 | en_ES |
| oaire.version | http://purl.org/coar/version/c_b1a7d7d4d402bcce | en_ES |
| dc.publisher.faculty | Facultad de Ciencias Empresariales | en_ES |
| dc.publisher.place | Envigado, Colombia | en_ES |
| dc.rights.creativecommons | https://creativecommons.org/licenses/by/4.0/ | en_ES |
| dc.subject.keyword | English teaching | en_ES |
| dc.subject.keyword | classroom practices | en_ES |
| dc.subject.keyword | preschool language educators | en_ES |
| dc.subject.keyword | Communicative competence | en_ES |
| dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | en_ES |
| dc.type.hasversion | http://purl.org/coar/version/c_b1a7d7d4d402bcce | en_ES |
| dc.type.local | Artículo de investigación | en_ES |
| dc.type.redcol | https://purl.org/redcol/resource_type/ART | en_ES |
| thesis.degree.grantor | Institución Universitaria de Envigado | en_ES |
| dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | en_ES |
| dc.source.tituloRevistaAbreviada | Psicoespacios | en_ES |
| dc.subject.proposal | prácticas de aula | en_ES |
| dc.subject.proposal | enseñanza del inglés | en_ES |
| dc.subject.proposal | Competencia comunicativa | en_ES |
| dc.subject.proposal | maestros de lenguas en preescolar | en_ES |
| dc.description.abstracteng | This case study aims to analyze how preschool educators can play the role of language educators (Spanish and English) and how their pedagogical and teaching practice is being transformed. This study considers the theoretical framework behind the constructivist paradigm, which states that the context, participants’ actions and views, and his-torical elements all play a part in constructing a theory. That truth is relative depending on one’s perspective, while also focusing on establishing a rigorous and thorough process throughout this study, focusing on qualitative research principles (Creswell, 2014). The findings show that pres-chool educators can significantly improve their communicative competence, particularly in dis-course, strategic and socio-cultural competencies. Furthermore, through reflection and self-assess-ment, preschool educators refine their classroom practices and enhance their conception about tea-ching English to preschool learners. | en_ES |
| oaire.accessrights | http://purl.org/coar/access_right/c_abf2 | en_ES |
| Appears in Collections: | Vol. 14, No. 25: Julio - Diciembre 2020 | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 1407-Texto del artículo-5356-1-10-20210505.pdf | 604.5 kB | Adobe PDF |  View/Open |
This item is licensed under a Creative Commons License
