Una mirada al diseño instruccional y al desarrollo profesional de docentes de inglés como lengua extranjera
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teaching
career development
teaching a foreign language
instruction
enseñanza
desarrollo de la carrera
enseñanza de una lengua extranjera
instrucción
career development
teaching a foreign language
instruction
enseñanza
desarrollo de la carrera
enseñanza de una lengua extranjera
instrucción
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Volume Title
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Instituto Tecnológico de Santo Domingo (INTEC)
La enseñanza del Inglés como Lengua Extranjera (ILE) es un área de amplio crecimiento en República Dominicana. En este contexto, la figura del docente de ILE es preponderante. Este artículo tiene el objetivo de identificar dos aspectos clave en el campo profesional de la enseñanza: Diseño Instruccional (DI) y Desarrollo Profesional Docente (DPD). En primer lugar, se analiza la percepción de estos docentes concerniente a la secuencia o estructura del proceso de enseñanza-aprendizaje. En segundo lugar, se estudia qué consideran los maestros como DPD. Para recolectar datos relevantes, fue utilizada la encuesta como instrumento de investigación a través de un formulario de Google Forms (n=79). Los resultados de este estudio plantean una presencia predominante de enfoques tradicionales en la enseñanza del ILE que no refleja la corriente posmétodo actual, y una idea turbia con respecto a lo que realmente supone el desarrollo profesional docente, altamente limitada a programas de formación y promoción laboral. Al final del estudio, se discuten las implicaciones de estos resultados y recomendaciones para docentes en servicio.
Teaching English as a Foreign Language (EFL) is a rapidly growing area in the Dominican Republic. In this context, the figure of the EFL teacher is predominant. This article aims to identify two key aspects in the professional field of teaching: Instructional Design (ID) and Teacher Professional Development (TPD). Firstly, the perception of these teachers regarding the sequence or structure of the teaching-learning process is analyzed. Second, we study what teachers consider to be TPD. To collect relevant data, the survey was used as a research instrument through a Google Forms form (n = 79). The results of this study suggest a predominant presence of traditional approaches in the teaching of EFL that does not reflect the current post-method current, and a murky idea regarding what professional teaching development really means, highly limited to training and job promotion programs. At the end of the study, the implications of these results and recommendations for in-service teachers are discussed.
Teaching English as a Foreign Language (EFL) is a rapidly growing area in the Dominican Republic. In this context, the figure of the EFL teacher is predominant. This article aims to identify two key aspects in the professional field of teaching: Instructional Design (ID) and Teacher Professional Development (TPD). Firstly, the perception of these teachers regarding the sequence or structure of the teaching-learning process is analyzed. Second, we study what teachers consider to be TPD. To collect relevant data, the survey was used as a research instrument through a Google Forms form (n = 79). The results of this study suggest a predominant presence of traditional approaches in the teaching of EFL that does not reflect the current post-method current, and a murky idea regarding what professional teaching development really means, highly limited to training and job promotion programs. At the end of the study, the implications of these results and recommendations for in-service teachers are discussed.
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info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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info:eu-repo/semantics/publishedVersion
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Science and Education; Vol. 4 No. 2 (2020): Science and Education; 53-66
Ciencia y Educación; Vol. 4 Núm. 2 (2020): Ciencia y Educación; 53-66
2613-8808
2613-8794
10.22206/cyed.2020.v4i2
Ciencia y Educación; Vol. 4 Núm. 2 (2020): Ciencia y Educación; 53-66
2613-8808
2613-8794
10.22206/cyed.2020.v4i2