Analyzing teacher educators’ perspectives on professional pedagogical responsibility in initial EFL teacher education

Simple item page
dc.article.number2356429
dc.article.number2356429
dc.catalogadoraba
dc.contributor.authorBarahona, Malba
dc.contributor.authorDarwin, Stephen
dc.contributor.authorDuran Castro, Macarena
dc.contributor.authorLobos Stevens, Carla
dc.date.accessioned2024-10-08T21:05:28Z
dc.date.available2024-10-08T21:05:28Z
dc.date.issued2024
dc.description.abstractThis study addresses the underexplored role of teacher educators in initial English as a Foreign Language (EFL) education within the Chilean context. It aims to understand how these educators perceive and instill professional responsibility among pre-service teachers. Data was collected from university-based EFL teacher educators through 48 questionnaires and 17 semi-structured interviews. The findings reveal that these educators prioritize pedagogical skill development and the cultivation of social consciousness, preparing pre-service teachers to effectively respond to and proactively manage diverse educational settings. The study highlights the pivotal role of teacher educators as role models, shaping the professional identities of future teachers through the integration of ethical standards and reflective practices into the curriculum. The results highlights the need for teacher education programs to continuously adapt to changing educational demands, emphasizing autonomy and proactive professional development to equip pre-service teachers with the necessary skills and attitudes for their future roles. This research contributes to the understanding of professional responsibility in initial teacher education, offering insights into the specific challenges and strategies within the Chilean EFL context.
dc.description.funderANID
dc.description.funderFONDECYT
dc.fechaingreso.objetodigital2024-10-08
dc.fuente.origenSCOPUS
dc.identifier.doi10.1080/2331186X.2024.2356429
dc.identifier.issn2331-186X
dc.identifier.scopusidSCOPUS_ID:85193817252
dc.identifier.urihtps://doi.org/10.1080/2331186X.2024.2356429
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88127
dc.identifier.wosidWOS:001230208300001
dc.information.autorucFacultad de Educación; Barahona, Malba; 0000-0003-4587-5794; 1139416
dc.issue.numero1
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final17
dc.pagina.inicio1
dc.publisherTaylor and Francis Ltd.
dc.revistaCogent Education
dc.rightsacceso abierto
dc.rights.licenseAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectBilingualism/ESL
dc.subjectClassroom Practice
dc.subjectEnglish as a foreign language
dc.subjectInitial teacher education
dc.subjectLuís Tinoca, Universidade de Lisboa, Portugal
dc.subjectPre-service teachers
dc.subjectProfessional responsibility
dc.subjectTeacher professionalism
dc.subjectTeachers & Teacher Education
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleAnalyzing teacher educators’ perspectives on professional pedagogical responsibility in initial EFL teacher education
dc.typeartículo
dc.volumen11
sipa.codpersvinculados1139416
sipa.trazabilidadSCOPUS;2024-06-02
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Analyzing teacher educators perspectives on professional pedagogical responsibility in initial EFL teacher education (1).pdf
Size:
1.99 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Artículos de revistas