Pasantías en el extranjero como factor de desarrollo profesional de los profesores de lenguas extranjeras
DOI:
https://doi.org/10.20952/revtee.v14i33.15125Palabras clave:
Cultura organizacional, Comunidad de aprendizaje profesional, Eficacia docente. Pasantías en el extranjeroResumen
El objetivo del estudio es encontrar formas de ampliar la eficacia de los docentes mediante la participación en prácticas en el extranjero. Se utilizaron métodos de encuesta para recopilar los datos de los estudiantes. Se utilizaron estadísticas descriptivas para examinar las tendencias generales en el desarrollo profesional de los profesores de lenguas extranjeras. Así, aprobar una formación en el extranjero conduce al desarrollo y mejora de las competencias lingüísticas, profesionales y culturales no solo de los profesores, sino también de los estudiantes; mejorar las habilidades de los profesores, su motivación; aumentar no solo el prestigio de la organización educativa, sino también la actividad de publicación de los empleados universitarios en publicaciones científicas mundiales; mejorar las tecnologías educativas. Y lo más importante, los estudiantes, como participantes directos del proceso educativo, están más que satisfechos con sus resultados. El artículo es de interés para los profesores de lenguas extranjeras.
Descargas
Citas
Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195–216.
Borko, H. (2014). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
Boudersa, N. (2016). The Importance of Teachers' Training Programs and Professional Development in the Algerian Educational Context: Toward Informed and Effective Teaching Practices. Expériences Pédagogiques, 1, 1-14.
Cambridge Professional Development Qualifications. (2018). Retrieved from: http://www.cie.org.uk/cambridge-professional-development/professional-development-qualifications/
Darling-Hammond, L., Chung Wei, R., Andree, A., & Richardson, N. (2019). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford: National Staff Development Council.
Dufour, R., & Eaker, R. (2008). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington: Solution Tree.
Fullan, M.G. (2011). The New Meaning of Educational Change. New York: Teachers College.
Fullan, M.G., & Miles, M. B. (2012). Getting Reform Right: What works and what doesn’t. Phi Delta Kappan, pp. 745-752.
Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K.S. (2011). What Makes Professional Development Effective? Results from a National Sample of Teachers. American Educational Research Journal, 38(4), 915–945.
Glattenhorn, A. (2017). Cooperative professional development: Peer centered options for teacher growth. Educational Leadership, 3(45), 31-35.
Guskey, T.R. (2010). Evaluating professional development. Thousand Oaks: Corwin Press.
Nascimento, L. F. do, & Cavalcante, M. M. D. (2018). Abordagem quantitativa na pesquisa em educação: investigações no cotidiano escolar. Revista Tempos e Espaços em Educação, 11(25), 249-260.
Nystrand, M., & Gamoran, A. (2011). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 25(3), 261-290.
Nzarirwehi, J. (2019). In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda, IAFOR Journal of Education, 7(1), 19-36.
Oliveira, E. S., & Barreto, D. A. B. (2020). Contemporary studies on knowledge, teaching in higher education and social representations in Brazil. Journal of Research and Knowledge Spreading, 1(1), e11585.
Santos, I. T. R., Barreto, D. A. B., & Soares, C. V. C. O. (2020). Formative assessment in the classroom: the dialogue between teachers and students. Journal of Research and Knowledge Spreading, 1(1), e11483.
Silva, F. O., Alves, I. S., & Oliveira, L. C. (2020). Initial teaching training by homology in PIBID: experiential learning from professional practice. Journal of Research and Knowledge Spreading, 1(1), e11638.
Silva, C. V. S., & Santos, G. O. (2020). Digital interfaces: a methodological proposal as a strategy of teaching and learning in Mathematics classes. Journal of Research and Knowledge Spreading, 1(1), e11651.
Richards, J.C., & Farrel, T.S.C. (2012). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge: Cambridge University Press.
Vu, P., Cao, V., Vu, L., & Cepero, J. (2017). Factors driving learner success in online professional development. The International Review of Research in Open and Distance Learning, 15(3), 120–139.
Zaslow, M. (2014). General features of effective professional development. Preparing early childhood educators to teach math. Baltimore: Brookes Publishing.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.
