Autor segons l'article: Barros-del Rio MA; Álvarez P; Molina Roldán S
Departament: Pedagogia
Autor/s de la URV: ÁLVAREZ CIFUENTES, PILAR / Molina Roldan, Silvia
Paraules clau: Tesol Teacher professional identity Pre-service teacher education Language Identity Higher education Dialogic gatherings Communities
Resum: Purpose: This article reports the implementation of a series of Dialogic Gatherings (DGs), a course component in the education of pre-service secondary-education TESOL teachers in Spain. DGs are a successful educational action based on the reading and discussion of books and academic works, which leads to a dialogic construction of knowledge among participants. Design/methodology/approach: Our case study involved seven students, enrolled on a Master's Degree in Secondary Education, with a specialisation in teaching English. Information was gathered during 10 DG sessions and from initial and final reports and student notebooks, as well as from the trainer's observations. Findings: The findings suggested that DGs engaged participants in a critical understanding of the teaching-learning process of English as a Foreign Language, assisting their teacher identity construction process. In addition, the findings pointed both to the reading of scientific sources and to the dialogic methodology as key inputs for the promotion of critically responsive practices for Teaching English to Speakers of Other Languages (TESOL). Originality/value: This exploratory study illustrates the relevance of providing future teachers with meaningful opportunities to reflect upon and to build critical knowledge through the dialogic reading of primary scientific sources as part of the TESOL process.
Àrees temàtiques: Literature Linguistics and language Linguistics Linguística e literatura Language and linguistics Filologia, lingüística i sociolingüística Education & educational research Education Educació Classical studies Ciencias sociales Ciencias humanas
Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
ISSN: 1750-1237
Adreça de correu electrònic de l'autor: silvia.molina@urv.cat
Identificador de l'autor: 0000-0002-9736-0381
Data d'alta del registre: 2024-07-27
Versió de l'article dipositat: info:eu-repo/semantics/acceptedVersion
Enllaç font original: https://www.tandfonline.com/doi/full/10.1080/17501229.2020.1737075
URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
Referència a l'article segons font original: Innovation In Language Learning And Teaching. 15 (2): 169-180
Referència de l'ítem segons les normes APA: Barros-del Rio MA; Álvarez P; Molina Roldán S (2021). Implementing Dialogic Gatherings in TESOL teacher education. Innovation In Language Learning And Teaching, 15(2), 169-180. DOI: 10.1080/17501229.2020.1737075
DOI de l'article: 10.1080/17501229.2020.1737075
Entitat: Universitat Rovira i Virgili
Any de publicació de la revista: 2021
Tipus de publicació: Journal Publications