Browsing by Author "Barahona, M."
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- ItemA practice-based approach to foreign language teacher preparation: A cross-continental collaboration,Un enfoque basado en la práctica para la formación de profesores de lenguas extranjeras: Una colaboración internacional(2021) Barahona, M.; Davin, K.J.The international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by engaging in "actual" teaching rather than "talking" about teaching. We report on the implementation of a practice-based approach in two different contexts: an initial English teacher education program in Chile and an initial foreign language teacher education program in the United States. We provide practical recommendations and areas of caution for future enactments. The findings demonstrate that incorporating a practice-based approach into the university classroom offers a useful affordance for examining and illuminating the complexities of foreign language teaching practice across contexts.
- ItemMaking research (more) real for future teachers: a classroom-based research model for initial teacher education(2021) Darwin, S.; Barahona, M.Action research is characteristically used to provide research experience for late-stage, pre-service teachers as a means of breaching the perceived divide between theoretical knowledge and contexts of practice. However, aside from the considerable methodological challenges of enacting action research itself, pre-service teachers also enter schools as 'outsiders', therefore often simultaneously struggling to make sense of both their research mission and school context. This anxiety is amplified by the characteristic relationship of action research outcomes to summative, programme-level assessment of prospective teacher capability. Following research that confirmed negative experiences of a group of late-stage, EFL pre-service teachers using action research-based projects in two Chilean universities, potential alternative methods of encouraging research practice was investigated and piloted. Based on the outcomes of this research, a new classroom-based model was designed to provide a more useful and ultimately productive research experience for pre-service teachers, particularly those in the challenging environment of EFL teaching. This model stresses the need for pre-service teachers to be offered more research autonomy, to be less 'problem' focussed and to be more actively supported in the planning and enactment of achievable research to ensure the learning outcomes sought for this type of research-based inquiry were achieved.
- ItemSpatial shifts in productivity of the coastal ocean over the past two decades induced by migration of the Pacific Anticyclone and Bakun's effect in the Humboldt Upwelling Ecosystem(2020) Weidberg, N.; Ospina Álvarez, A.; Bonicelli, J.; Barahona, M.; Aiken, Christopher Michael; Broitman Rojas, Bernardo Oscar; Navarrete C., Sergio