Living the Teaching Practicum Within Dichotomies: The Story From Within When Implementing ICTs in the English Language Classroom
Fiche du document
1 décembre 2018
- handle: 10670/1.5uxazv
Ce document est lié à :
10.19183/how.25.2.459
info:eu-repo/semantics/openAccess
Mots-clés
Innovation practicum pre-service teacher technologySujets proches
Schoolteaching Didactics School teaching Pedagogy InstructionCiter ce document
Sandra Viviana Pinzón Capador et al., « Living the Teaching Practicum Within Dichotomies: The Story From Within When Implementing ICTs in the English Language Classroom », How, ID : 10670/1.5uxazv
Métriques
Partage / Export
Résumé
This article reports the results of an introspective research conducted by a student-teacher and her advisor. Both met regularly over a period of one year and a half as part of the student-teacher academic work for the Research I class. As a result of their conversation the student-teacher and her advisor decided to document the former’s experience during her teaching practicum as she was trying to implement an innovation using m-learning in a public school in Bogotá. The analysis of data (narrative introspection, introspective interview, and lesson plans) shows that the student-teacher lived her teaching practicum within dichotomies in three dimensions we named negotiating between epistemologies, making up for logistic/technological flaws, and mending the self: between frustration and achievement.