@misc{10481/54068,
year = {2018},
month = {6},
url = {http://hdl.handle.net/10481/54068},
abstract = {This study examines the role of classroom observation in pre-service English
teachers’ understanding of the teaching profession. Both systematic and unstructured
classroom observations were used to evaluate teacher knowledge and the process that prospective
English teachers undergo during a two-month classroom observation period. Based
on a questionnaire and journals, our findings show that the participants (N=171) reportedly
developed their critical thinking and their basic knowledge of teaching procedures such as
generating motivation, using adequate EFL methodologies and classroom management. An
extended classroom observation encounter allowed the student teachers’ beliefs to evolve
and their identities as English teachers to develop.},
abstract = {Este estudio pretende analizar el impacto de las técnicas de observación de
clase sistemáticas y no estructuradas en el proceso formativo de futuros docentes de lengua
inglesa. Los resultados, obtenidos a partir de un cuestionario y de diarios, muestran que
los participantes (N =171), después de dos meses de observación de clase, desarrollaron su
pensamiento crítico y su conocimiento sobre procedimientos didácticos, tales como generar
motivación, el uso adecuado de metodologías de enseñanza del inglés y el manejo del comportamiento
en las aulas. Igualmente, se produjo un desarrollo de las creencias educativas y
la identidad docente de los participantes.},
organization = {Funding from the Spanish Ministry of Economy and Competitiveness through FFI2013-48640-C2-2-P.},
publisher = {Universidad de Granada},
keywords = {Classroom observation},
keywords = {Teacher learning},
keywords = {Practicum},
keywords = {Pre-service Engllsh teachers},
keywords = {Language teaching},
keywords = {Observación de clase},
keywords = {Formación docente},
keywords = {Futuros docentes de lengua inglesa},
keywords = {Enseñanza de lenguas},
title = {The Role of Classroom Observation in Pre-Service English Teachers’ Understanding of the Teaching Profession},
doi = {10.30827/Digibug.54068},
author = {Salazar Noguera, Joana},
}