The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program

Authors

  • Paula Ramírez Marroquín Corporación Universitaria Minuto de Dios, Colombia

DOI:

https://doi.org/10.26817/16925777.268

Keywords:

Formative research, classroom projects and praxeological pedagogy

Abstract

This article shows the results of a research project which searched to answer how to articulate formative research with classroom projects in an undergraduate English teaching program. To accomplish the purpose of this paper, the document will focus on the two specific objectives of this qualitative research: document revision, and knowing about students’ and teachers’ perceptions about the projects, to finally show the main elements to articulate the formative research with the classroom projects in the Anglophone Language and Culture course. The article develops three theoretical concepts: formative research, classroom projects and praxeological pedagogy. The results presented come from the revision of the current methodological guides about the classroom projects in the program and students’ and teachers’ perceptions about them. Finally, the article ends with the presentation of the principal elements to articulate formative research from the classroom projects in the program.

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Published

2015-06-20

How to Cite

Ramírez Marroquín, P. (2015). The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program. GIST – Education and Learning Research Journal, (10), 74–91. https://doi.org/10.26817/16925777.268

Issue

Section

Research Articles

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