Estudio de clase: ¿Funciona para el desarrollo personal de los profesores de ELT en formación?
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https://doi.org/10.26817/16925777.1569Palabras clave:
Estudio de clase, desarrollo personal, juicio del profesor, autoconciencia, confianza en uno mismoResumen
Este estudio tiene como objetivo documentar la experiencia de estudio de clase de seis futuros profesores de inglés que estudian en una universidad estatal en Turquía e investiga su impacto en su desarrollo personal como futuros profesores de idiomas. El gran volumen de datos recopilados a través de entrevistas no estructuradas, entrevistas semiestructuradas, diarios de aprendizaje, registros de observación en el aula y una entrevista de grupo focal durante un período de siete meses se sometió a un análisis temático y categórico utilizando un software de análisis cualitativo. Los resultados revelaron que la intervención del Estudio de Lecciones contribuyó significativamente al desarrollo personal de los futuros docentes participantes en una variedad de aspectos, especialmente a la hora de emitir juicios de enseñanza críticos y garantizar una enseñanza adaptable en el aula. Los resultados indicaron además que el estudio de lecciones también condujo al desarrollo de la enseñanza creativa, al establecimiento de una buena relación con los estudiantes, a la autoconciencia y a la confianza en sí mismos de los participantes.
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Derechos de autor 2023 GIST – Education and Learning Research Journal
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