Gist: Education and Learning Research Journal, 2016
This paper reports on EFL teachers’ career choices and societal positioning in different regions ... more This paper reports on EFL teachers’ career choices and societal positioning in different regions of the world. The researchers conducted a qualitative narrative study to analyze, understand and interpret the relationship that exists between language, culture and society in the positioning identified by international EFL teachers. Positioning theory and narrative research were used as the study’s theoretical framework, and data collection tools included reflections, narratives and counter-narratives. Teachers’ personal narratives show their strength in the illocutionary force through which they demonstrate their positions of agency, authority and empowerment.
The purpose of this phenomenological study was to understand and describe the learning experience... more The purpose of this phenomenological study was to understand and describe the learning experiences that teacher candidates from varied education major or minor programs have while attending a class about strategies to work with English learners (ELs), during their junior or senior year in a Teacher Education program. This poster will present an analysis of pre-service teachers’ interviews, reflections and lesson plans (data) in which participants describe and analyze their experiences. This poster will afford the audience an insight into the participants’ analysis of their learning process, process of awareness and professional development, as they analyze their experience with specialized content to work with multicultural classes (ESOL content). The following pedagogical implications will be discussed: Teacher candidates would benefit from: (1)- a space in which they can exchange ideas with colleagues and instructors, (2)- reflecting upon their learning experiences to elaborate actions for future implementation, (3)- the development of a community of practice among Teacher Candidates (TCs) in order to create and support collaboration, (4)- reflective practices that would help TCs improve their experiences
The concept of narrative pedagogy used in education has been under development in the last years.... more The concept of narrative pedagogy used in education has been under development in the last years. Goodson & Gill (2011) have introduced the concept of narrative pedagogy as a facilitating framework within which individuals can reflect deeply, re-visit their own selves, and collaborate with meaningful others in their process of self re-definition. Goodson and Gill (2011) depart from the concept of narrative pedagogy as a learning activity to categorize constructs that need special attention in their quest to obtain a most comprehensive concept of narrative pedagogy. This presentation demonstrates data on how engagement in reflective narratives and reflexive instructional approaches foster innovative and transformative online discussions and teaching practices? How do students make meaning of their reflective narratives, posts (responses) and reflexive instructional approaches? How do students’ literacy experiences with reflective narratives, posts (responses and discussions) and reflexive instructional approaches promote self and critical reflection about their own posts (responses and discussion) and their peers? We examine the reflective inquiry narratives and posts (responses and discussions) of elementary and secondary teachers engaged in a discussion board on an online course. Implications for fostering innovative and transformative online discussions and teaching practices will be shared and analyzed for future considerations in improving online classroom instruction
The chapter discusses the need for mentoring that minority students in general, and international... more The chapter discusses the need for mentoring that minority students in general, and international students in particular, have while navigating higher education in American academic institutions and beyond. Due to intensive competitiveness and external demands, minority graduate students face great difficulties when applying for, and/or obtaining a valuable job post in the American academic hierarchy. Consequently, they might require special options to the well-known dyadic model of mentorship mostly used in academia in which an experienced faculty member or mentor works together with a mentee or student. Therefore, through an autoethnographic narrative, I am able to share and analyze personal mentoring experiences within the challenging world of academia in the United States, connecting them to the social culture of specific academic institutions and presenting new mentoring paths, such as peer mentoring and mentoring circles.
The present life histories qualitative research portrays the results and proposals made on the ba... more The present life histories qualitative research portrays the results and proposals made on the basis of the analysis of pre-service teachers’ written stories, life histories and reflections, as well as of their oral counterparts elicited via focus group discussions and interviews. In this focused interactive session participants will be granted access to a two- level analysis: (1)- pre-service teachers’ analysis of their experiences to understand their meaning and plan their teaching more accurately; (2)- pre-service teachers’ process of self -portrayed professional identities developed along their experiences at a pre-service teacher education course. Participants will fully engage in the identification and analysis of authentic pre-service teachers’ written story samples. The results from the present research indicated the development of a reflexive stance towards pre-service teachers’ educational experience. To accomplish this goal, pre-service teachers expressed themselves via narratives including life histories and written reflections. These results inform practitioners, researchers and curriculum designers about the application of narrative and reflective writing (narrative pedagogy). This study also supports a process of pedagogical innovation necessary in the field of teacher education. The researchers hope that this study contributes to the body of knowledge in the area of narrative pedagogy as used with pre-service teachers
The purpose of this hermeneutic study was to understand, describe and interpret secondary English... more The purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher
Trabajo docente y narrativa: Las dimensiones del Ser docente Teachers´ work and narrative: the di... more Trabajo docente y narrativa: Las dimensiones del Ser docente Teachers´ work and narrative: the dimensions of the being Trabalho docente e narrativa: as dimensões do Ser docente MARÍA PAULA CARRERAS a PAULA BELLÓ b CYNTHIA MARÍA TORRES STOCKL c Resumen El Ser docente se define en torno a cuatro grandes dimensiones que funcionan entre sí como capas concéntricas y cada una de ella tiene una dinámica distinta. El Ser Ontológico, el Ser Ético, el Ser Pragmático y el Ser Político se conjugan de tal manera que permiten conjuntamente delimitar la esencia del fenómeno del trabajo docente. A estas conclusiones se ha arribado en un estudio fenomenológico que tuvo por objetivo relevar la experiencia de docentes latinoamericanos en torno a su quehacer, a través de la escritura de experiencias narradas a colegas en cartas. Con esta finalidad, se contó con la participación voluntaria de 15 docentes, 10 procedentes del Norte de Argentina y 5 del sur de México seleccionados intencionalmente. Dichos docentes fueron invitados a escribir una carta dirigida a un colega extranjero narrando acerca de la experiencia de su trabajo. Este corpus obtenido se analizó mediante el método Colaizzi (1978) obteniendo un total de 245 declaraciones significativas extraídas luego de las primeras lecturas, 239 significados formulados, 56 agrupamientos temáticos y, 17 temas emergentes que devienen en las 4 categorías teóricas que describen la esencia del fenómeno abordado.
GiST Education and Learning Research Journal, 2016
Este artículo presenta un análisis de las opciones profesionales de los profesores de inglés como... more Este artículo presenta un análisis de las opciones profesionales de los profesores de inglés como lengua extranjera y su posicionamiento social en diferentes regiones del mundo. Las investigadoras realizaron una investigación cualitativa basada en narrativas con el propósito de analizar, comprender e interpretar la relación que existe entre lenguaje, cultura y sociedad en el posicionamiento identificado por los profesores de inglés como lengua extranjera en el mundo. La teoría del posicionamiento y la investigación narrativa fueron usadas como marco teórico para el estudio, y las herramientas de recolección de datos incluyeron reflexiones, narrativas y contranarrativas. Las narrativas personales de los profesores reflejan su fuerza ilocucionaría a través de la cual expresan su posicionamiento como agentes con autoridad y empoderamiento.
English Language Teachers on the Discursive Faultlines: Identities, Ideologies and Pedagogies, of... more English Language Teachers on the Discursive Faultlines: Identities, Ideologies and Pedagogies, offers an insightful analysis from a research study conducted with English language teachers, both as a foreign and second language (EFL/ESL). The researcher and author of the book, Julia Menard-Warwick, is an associate professor of Linguistics at the University of California Davis, USA. Menard-Warwick conducted interviews and class observations in classrooms at a northern-Chilean university and at several northern-Californian community colleges and schools from 2005 to 2006. With the premise that "every instance of language use and language teaching is intrinsically historical," the author embarks in a study of EFL/ESL teachers' lives, identities, ideologies and pedagogies shaped by the historical contexts in which they are immersed (Menard-Warwick, 2013: 2). Data presented throughout the book guide the reader to understand the position that English Language Teaching (ELT) has in Chile and California and by extension internationally. The narrative analysis of participants' stories, also considered co-constructed discourses situated in a specific place in history, reveal the study's main concepts, i.e., EFL/ESL social contexts, discursive 'faultlines' and teachers voices in ELT (Menard-Warwick, 2013: 3). Markee (2000) recognizes the relevance of five factors on global ELT: the influence of cultural views on language, dispositions to particular kinds of teaching and learning, explicit and implicit language policies and educational and institutional policies, and economic and demographic factors (Pennycook, 2014; Phillipson, 1992, 2009). Based on a strong relationship between English language dominance and its educational promotion, the debate about the consequences of ELT's dissemination in the world has been followed by researchers and theorists in the last thirty years (
Gist: Education and Learning Research Journal, 2016
This paper reports on EFL teachers’ career choices and societal positioning in different regions ... more This paper reports on EFL teachers’ career choices and societal positioning in different regions of the world. The researchers conducted a qualitative narrative study to analyze, understand and interpret the relationship that exists between language, culture and society in the positioning identified by international EFL teachers. Positioning theory and narrative research were used as the study’s theoretical framework, and data collection tools included reflections, narratives and counter-narratives. Teachers’ personal narratives show their strength in the illocutionary force through which they demonstrate their positions of agency, authority and empowerment.
The purpose of this phenomenological study was to understand and describe the learning experience... more The purpose of this phenomenological study was to understand and describe the learning experiences that teacher candidates from varied education major or minor programs have while attending a class about strategies to work with English learners (ELs), during their junior or senior year in a Teacher Education program. This poster will present an analysis of pre-service teachers’ interviews, reflections and lesson plans (data) in which participants describe and analyze their experiences. This poster will afford the audience an insight into the participants’ analysis of their learning process, process of awareness and professional development, as they analyze their experience with specialized content to work with multicultural classes (ESOL content). The following pedagogical implications will be discussed: Teacher candidates would benefit from: (1)- a space in which they can exchange ideas with colleagues and instructors, (2)- reflecting upon their learning experiences to elaborate actions for future implementation, (3)- the development of a community of practice among Teacher Candidates (TCs) in order to create and support collaboration, (4)- reflective practices that would help TCs improve their experiences
The concept of narrative pedagogy used in education has been under development in the last years.... more The concept of narrative pedagogy used in education has been under development in the last years. Goodson & Gill (2011) have introduced the concept of narrative pedagogy as a facilitating framework within which individuals can reflect deeply, re-visit their own selves, and collaborate with meaningful others in their process of self re-definition. Goodson and Gill (2011) depart from the concept of narrative pedagogy as a learning activity to categorize constructs that need special attention in their quest to obtain a most comprehensive concept of narrative pedagogy. This presentation demonstrates data on how engagement in reflective narratives and reflexive instructional approaches foster innovative and transformative online discussions and teaching practices? How do students make meaning of their reflective narratives, posts (responses) and reflexive instructional approaches? How do students’ literacy experiences with reflective narratives, posts (responses and discussions) and reflexive instructional approaches promote self and critical reflection about their own posts (responses and discussion) and their peers? We examine the reflective inquiry narratives and posts (responses and discussions) of elementary and secondary teachers engaged in a discussion board on an online course. Implications for fostering innovative and transformative online discussions and teaching practices will be shared and analyzed for future considerations in improving online classroom instruction
The chapter discusses the need for mentoring that minority students in general, and international... more The chapter discusses the need for mentoring that minority students in general, and international students in particular, have while navigating higher education in American academic institutions and beyond. Due to intensive competitiveness and external demands, minority graduate students face great difficulties when applying for, and/or obtaining a valuable job post in the American academic hierarchy. Consequently, they might require special options to the well-known dyadic model of mentorship mostly used in academia in which an experienced faculty member or mentor works together with a mentee or student. Therefore, through an autoethnographic narrative, I am able to share and analyze personal mentoring experiences within the challenging world of academia in the United States, connecting them to the social culture of specific academic institutions and presenting new mentoring paths, such as peer mentoring and mentoring circles.
The present life histories qualitative research portrays the results and proposals made on the ba... more The present life histories qualitative research portrays the results and proposals made on the basis of the analysis of pre-service teachers’ written stories, life histories and reflections, as well as of their oral counterparts elicited via focus group discussions and interviews. In this focused interactive session participants will be granted access to a two- level analysis: (1)- pre-service teachers’ analysis of their experiences to understand their meaning and plan their teaching more accurately; (2)- pre-service teachers’ process of self -portrayed professional identities developed along their experiences at a pre-service teacher education course. Participants will fully engage in the identification and analysis of authentic pre-service teachers’ written story samples. The results from the present research indicated the development of a reflexive stance towards pre-service teachers’ educational experience. To accomplish this goal, pre-service teachers expressed themselves via narratives including life histories and written reflections. These results inform practitioners, researchers and curriculum designers about the application of narrative and reflective writing (narrative pedagogy). This study also supports a process of pedagogical innovation necessary in the field of teacher education. The researchers hope that this study contributes to the body of knowledge in the area of narrative pedagogy as used with pre-service teachers
The purpose of this hermeneutic study was to understand, describe and interpret secondary English... more The purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher
Trabajo docente y narrativa: Las dimensiones del Ser docente Teachers´ work and narrative: the di... more Trabajo docente y narrativa: Las dimensiones del Ser docente Teachers´ work and narrative: the dimensions of the being Trabalho docente e narrativa: as dimensões do Ser docente MARÍA PAULA CARRERAS a PAULA BELLÓ b CYNTHIA MARÍA TORRES STOCKL c Resumen El Ser docente se define en torno a cuatro grandes dimensiones que funcionan entre sí como capas concéntricas y cada una de ella tiene una dinámica distinta. El Ser Ontológico, el Ser Ético, el Ser Pragmático y el Ser Político se conjugan de tal manera que permiten conjuntamente delimitar la esencia del fenómeno del trabajo docente. A estas conclusiones se ha arribado en un estudio fenomenológico que tuvo por objetivo relevar la experiencia de docentes latinoamericanos en torno a su quehacer, a través de la escritura de experiencias narradas a colegas en cartas. Con esta finalidad, se contó con la participación voluntaria de 15 docentes, 10 procedentes del Norte de Argentina y 5 del sur de México seleccionados intencionalmente. Dichos docentes fueron invitados a escribir una carta dirigida a un colega extranjero narrando acerca de la experiencia de su trabajo. Este corpus obtenido se analizó mediante el método Colaizzi (1978) obteniendo un total de 245 declaraciones significativas extraídas luego de las primeras lecturas, 239 significados formulados, 56 agrupamientos temáticos y, 17 temas emergentes que devienen en las 4 categorías teóricas que describen la esencia del fenómeno abordado.
GiST Education and Learning Research Journal, 2016
Este artículo presenta un análisis de las opciones profesionales de los profesores de inglés como... more Este artículo presenta un análisis de las opciones profesionales de los profesores de inglés como lengua extranjera y su posicionamiento social en diferentes regiones del mundo. Las investigadoras realizaron una investigación cualitativa basada en narrativas con el propósito de analizar, comprender e interpretar la relación que existe entre lenguaje, cultura y sociedad en el posicionamiento identificado por los profesores de inglés como lengua extranjera en el mundo. La teoría del posicionamiento y la investigación narrativa fueron usadas como marco teórico para el estudio, y las herramientas de recolección de datos incluyeron reflexiones, narrativas y contranarrativas. Las narrativas personales de los profesores reflejan su fuerza ilocucionaría a través de la cual expresan su posicionamiento como agentes con autoridad y empoderamiento.
English Language Teachers on the Discursive Faultlines: Identities, Ideologies and Pedagogies, of... more English Language Teachers on the Discursive Faultlines: Identities, Ideologies and Pedagogies, offers an insightful analysis from a research study conducted with English language teachers, both as a foreign and second language (EFL/ESL). The researcher and author of the book, Julia Menard-Warwick, is an associate professor of Linguistics at the University of California Davis, USA. Menard-Warwick conducted interviews and class observations in classrooms at a northern-Chilean university and at several northern-Californian community colleges and schools from 2005 to 2006. With the premise that "every instance of language use and language teaching is intrinsically historical," the author embarks in a study of EFL/ESL teachers' lives, identities, ideologies and pedagogies shaped by the historical contexts in which they are immersed (Menard-Warwick, 2013: 2). Data presented throughout the book guide the reader to understand the position that English Language Teaching (ELT) has in Chile and California and by extension internationally. The narrative analysis of participants' stories, also considered co-constructed discourses situated in a specific place in history, reveal the study's main concepts, i.e., EFL/ESL social contexts, discursive 'faultlines' and teachers voices in ELT (Menard-Warwick, 2013: 3). Markee (2000) recognizes the relevance of five factors on global ELT: the influence of cultural views on language, dispositions to particular kinds of teaching and learning, explicit and implicit language policies and educational and institutional policies, and economic and demographic factors (Pennycook, 2014; Phillipson, 1992, 2009). Based on a strong relationship between English language dominance and its educational promotion, the debate about the consequences of ELT's dissemination in the world has been followed by researchers and theorists in the last thirty years (
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