Examinando por Materia "Profesores de ingles"

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    Motivating and demotivating factors and self-efficacy of EFL university teachers after the Covid-19 pandemic : a case study at Universidad del Valle
    (Universidad del Valle, 2024) Muñoz Rangel, Juan Camilo; Pedroza Henao, Daniela; Chamorro, María Eugenia
    ABSTRACT: Motivation has been considered as one of the factors that affect teachers’ practices, performance and self-efficacy. During the Covid-19 pandemic, many language teachers faced challenges that affected their motivation and language teaching practices, including the lack of technology, online teaching and the lack of academic and mental health support. However, little is known about teacher motivation after the Covid-19 pandemic. It is unclear how teachers overcame difficult situations or changed their practices and how their motivation and self-efficacy was affected by the new normality. Investigating teacher motivation after the pandemic is important to identify the factors that motivate and demotivate language teachers and their view of self-efficacy (i.e. performance and practices) after transitioning from virtual teaching to face-to-face and hybrid interactions. This qualitative case study, therefore, investigated the motivating and demotivating factors and self-efficacy of a group of 22 EFL teachers at Universidad del Valle after the Covid-19 Pandemic. The study adopted Dörnyei and Ushioda (2011) and Ryan and Deci’s (2000) model and categories of motivation to identify which factors influenced language teacher motivation at their workplaces after the Covid-19 pandemic. Data were collected through a closed-ended questionnaire administered online to 22 lecturers and a follow-up semi-structured interview with 10 lecturers. Qualitative data were analyzed using content analysis. Findings indicate that intrinsic factors, such as teaching vocation, interest in ongoing learning, self-esteem, and pleasure and satisfaction of teaching, along with extrinsic factors, such as face-to-face interactions, and flexibility in teaching methods, motivated these teachers after the pandemic. Conversely, extrinsic factors, such as heavy workloads, lack of mental health support, and limited support from and relationship with colleagues were demotivating. Student feedback and attitude towards the class appeared as being motivating for some teachers and demotivating for others. Additionally, teachers believe there is a strong relationship between motivation and self-efficacy, and that it can be positively or negatively affected by feedback and relationships with students and academic staff and the teachers’ critical view of their own work. However, this factor does not hinder the quality of education they provide, in their view. These findings suggest that social interactions and vocation during the post-pandemic helped EFL lecturers maintain their motivation. From these findings we can conclude that while intrinsic factors are crucial for sustaining motivation, supportive extrinsic conditions are also essential for an optimal teaching environment. These findings suggest that validation from colleagues and students, teachers’ self-perception, and motivation are important to be effective at work. Even though motivation has an important role in teachers’ perceptions of self-efficacy, it is not the only factor that affects their performance and the overall quality of education. The findings of this investigation are relevant to our context and other similar contexts because they contribute to our understanding of the intrinsic and extrinsic factors that influenced EFL university teachers after the Covid-19 pandemic, particularly in our research context. If teachers are motivated, they might have a positive impact on their teaching practices and their students’ learning. Implications of this study’s findings are discussed in regard to the strategies needed to increase teacher’s motivation at their workplace after the Covid-19 pandemic.
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    PublicaciónAcceso abierto
    Percepciones de docentes de inglés sobre su primera experiencia laboral en colegios de la ciudad de Cali
    (2019-08-13) Mayora Pernia, Carlos Alberto; Nuñez, Robert Frey; Valencia, Wistong
    El presente estudio busca describir las percepciones de docentes de inglés en su primer año de experiencia laboral, ya sea que estén en los últimos semestres de formación (pre-service teachers) o recién graduados (novice teachers). La investigación tiene enfoque cualitativo, alcance descriptivo y está enmarcada en un diseño de estudios de casos múltiple. La estrategia para la elección de la muestra fue el muestreo razonado por criterios. El grupo de informantes estuvo compuesto por 10 docentes (5 hombres y 5 mujeres, 8 estudiantes o egresados de la Universidad del Valle y 2 graduados de la Universidad Santiago de Cali, con edades entre 22 y 33 años), quienes cumplían con el criterio de estar en su primera experiencia laboral formal y no tener más de un año de experiencia.
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    PublicaciónAcceso abierto
    Perfiles profesionales : docentes de preescolar bilingüe en Santiago de Cali.
    (2019-08-13) Vergara Luján, Omaira; Forero Pachón, Leila Daniela
    El presente estudio tiene el fin de caracterizar la formación y la experiencia profesional de un grupo de docentes de preescolar bilingüe en la ciudad de Cali. El grupo comprende nueve maestros en ejercicio que laboran en colegios bilingües del sur de la ciudad. A partir de los resultados obtenidos, se identificaron tres tipos de perfiles profesionales construidos teniendo en cuenta la formación y la experiencia profesional, la vocación, las percepciones y las preocupaciones frente a aspectos relacionados a su entorno académico.
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    PublicaciónAcceso abierto
    The relationship between intercultural interactions and encounters and professional identity of English Language Teachers : a narrative multiple case study before, during, and after a short-term sojourn abroad
    (Universidad del Valle, 2024) Acosta Acosta, Pablo Enrique; Álvarez Valencia, José Aldemar
    This dissertation explored the influence of intercultural interactions and encounters on the professional identity development of English Language Teachers (ELTs) during short-term sojourns in U.S. summer camps. The study drew on a qualitative narrative inquiry with a multiple-case study design. The research questions were structured around post-structuralism views of identity and aimed to uncover the influence of intercultural encounters on ELTs before, during, and after their summer camp experiences. The study included ten participants who shared their stories of interactions with people from diverse cultural and ethnic backgrounds. The primary objectives of the study were to describe the various types of intercultural encounters that the participants experienced, identify the facilitators and challenges in their learning, explain the impact of these encounters on the participants' perceptions and beliefs, and examine how these encounters contributed to the development of their professional identities. The main findings suggest that intercultural interactions and encounters became identity catalyzers that activated the participants' exploration and construction of their individual and professional identities as language teachers. The study sheds light on the embedded, symbolic, performative, embodied, multilayered, intersectional, intersubjective, and contingent nature of identity. It contributes to understanding the potential of short-term sojourns in transforming future language educators' identities.