HONING ENGLISH LANGUAGE AND TEACHING SKILLS: NARRATIVES OF GO-TEACHER SCHOLARSHIP HOLDERS
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | preprint |
Idioma: | spa |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/7386 |
Resumo: | The objective of this paper is to analyze the accounts of four English teachers who received scholarships from the Go Teacher program and were trained in an English-speaking country. This article describes the participants' experiences during and after the program, as well as the impact it had on their teaching practice once they returned to the country. A qualitative approach using a biographical-narrative design was used to explore the participants' perceptions. It was identified that the program had a positive influence on English language acquisition, as participants reached the level required to teach in Ecuador. Similarly, the program contributed to methodological training by providing new strategies for teaching English. However, because the cohorts were composed of a high number of scholarship recipients at the same university, the use of English as a means of communication for interaction was limited. In addition, there was little follow-up with the scholarship recipients once they had returned to their institutions during the compensation period, which resulted in minimal availability of information regarding the impact of the program on the Ecuadorian educational system. |
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HONING ENGLISH LANGUAGE AND TEACHING SKILLS: NARRATIVES OF GO-TEACHER SCHOLARSHIP HOLDERSPERFECCIONANDO HABILIDADES DEL IDIOMA INGLÉS Y SU ENSEÑANZA: RELATOS DE BECARIOS DEL PROGRAMA GO TEACHERMELHORAR AS HABILIDADES DA LÍNGUA INGLESA E SEU ENSINO: HISTÓRIAS DE BOLSAS DO PROGRAMA GO TEACHERFormação de professoreshistória de professoresbolsas de estudoensino de inglêsProfessional developmentnarrativesscholarshipsenglish language teachingCapacitación docenterelato docentebecasenseñanza de inglésThe objective of this paper is to analyze the accounts of four English teachers who received scholarships from the Go Teacher program and were trained in an English-speaking country. This article describes the participants' experiences during and after the program, as well as the impact it had on their teaching practice once they returned to the country. A qualitative approach using a biographical-narrative design was used to explore the participants' perceptions. It was identified that the program had a positive influence on English language acquisition, as participants reached the level required to teach in Ecuador. Similarly, the program contributed to methodological training by providing new strategies for teaching English. However, because the cohorts were composed of a high number of scholarship recipients at the same university, the use of English as a means of communication for interaction was limited. In addition, there was little follow-up with the scholarship recipients once they had returned to their institutions during the compensation period, which resulted in minimal availability of information regarding the impact of the program on the Ecuadorian educational system.El objetivo del presente trabajo es analizar los relatos de cuatro docentes de inglés becarios del programa Enseña Inglés (Go Teacher) y capacitados en un país angloparlante. Este artículo describe las experiencias de los participantes durante y después del programa, así como el impacto que tuvo el mismo en su práctica docente una vez que retornaron al país. Para ello, se empleó un enfoque cualitativo a través de un diseño biográfico-narrativo para explorar las percepciones de los participantes. Se identificó que el programa influyó de manera positiva en la adquisición del idioma inglés, ya que los participantes alcanzaron el nivel requerido para enseñar en Ecuador. Del mismo modo, el programa contribuyó a la formación metodológica al brindar nuevas estrategias para la enseñanza de esta lengua. No obstante, debido a que las cohortes estaban compuestas por un alto número de becarios en la misma universidad, el uso del inglés como medio de comunicación para la interacción fue limitado. Además, se evidenció un escaso seguimiento a los becarios una vez insertados en sus instituciones durante el período de compensación, lo que resultó en una disponibilidad mínima de información respecto al impacto del programa en el sistema educativo ecuatoriano.O objetivo deste trabalho é analisar as histórias de quatro professores de inglês que receberam bolsas do programa Teach English (Go Teacher) e foram formados em um país de língua inglesa. Este artigo descreve as experiências dos participantes durante e após o programa, bem como o impacto que este teve na sua prática docente quando regressaram ao país. Para tanto, utilizou-se uma abordagem qualitativa por meio de um desenho biográfico-narrativo para explorar as percepções dos participantes. Identificou-se que o programa influenciou positivamente na aquisição da língua inglesa, uma vez que os participantes atingiram o nível exigido para lecionar no Equador. Da mesma forma, o programa contribuiu para a formação metodológica ao proporcionar novas estratégias para o ensino dessa língua. Porém, como as coortes eram compostas por um elevado número de bolsistas da mesma universidade, o uso do inglês como meio de comunicação para interação era limitado. Além disso, houve pouco acompanhamento dos bolsistas após sua inserção em suas instituições durante o período de compensação, o que resultou em disponibilidade mínima de informações sobre o impacto do programa no sistema educacional equatoriano.SciELO PreprintsSciELO PreprintsSciELO Preprints2023-11-17info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/738610.1590/SciELOPreprints.7386spahttps://preprints.scielo.org/index.php/scielo/article/view/7386/13872Copyright (c) 2023 Jessica Elizabeth Ochoa Delgado, María Karina Arcentales Abad, Luis Andrés Peralta Sari, Hover Ismael Conza Armijoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOchoa Delgado, Jessica ElizabethArcentales Abad, María KarinaPeralta Sari, Luis AndrésConza Armijos, Hover Ismaelreponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2023-11-17T19:33:41Zoai:ops.preprints.scielo.org:preprint/7386Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2023-11-17T19:33:41SciELO Preprints - Scientific Electronic Library Online (SCIELO)false |
dc.title.none.fl_str_mv |
HONING ENGLISH LANGUAGE AND TEACHING SKILLS: NARRATIVES OF GO-TEACHER SCHOLARSHIP HOLDERS PERFECCIONANDO HABILIDADES DEL IDIOMA INGLÉS Y SU ENSEÑANZA: RELATOS DE BECARIOS DEL PROGRAMA GO TEACHER MELHORAR AS HABILIDADES DA LÍNGUA INGLESA E SEU ENSINO: HISTÓRIAS DE BOLSAS DO PROGRAMA GO TEACHER |
title |
HONING ENGLISH LANGUAGE AND TEACHING SKILLS: NARRATIVES OF GO-TEACHER SCHOLARSHIP HOLDERS |
spellingShingle |
HONING ENGLISH LANGUAGE AND TEACHING SKILLS: NARRATIVES OF GO-TEACHER SCHOLARSHIP HOLDERS Ochoa Delgado, Jessica Elizabeth Formação de professores história de professores bolsas de estudo ensino de inglês Professional development narratives scholarships english language teaching Capacitación docente relato docente becas enseñanza de inglés |
title_short |
HONING ENGLISH LANGUAGE AND TEACHING SKILLS: NARRATIVES OF GO-TEACHER SCHOLARSHIP HOLDERS |
title_full |
HONING ENGLISH LANGUAGE AND TEACHING SKILLS: NARRATIVES OF GO-TEACHER SCHOLARSHIP HOLDERS |
title_fullStr |
HONING ENGLISH LANGUAGE AND TEACHING SKILLS: NARRATIVES OF GO-TEACHER SCHOLARSHIP HOLDERS |
title_full_unstemmed |
HONING ENGLISH LANGUAGE AND TEACHING SKILLS: NARRATIVES OF GO-TEACHER SCHOLARSHIP HOLDERS |
title_sort |
HONING ENGLISH LANGUAGE AND TEACHING SKILLS: NARRATIVES OF GO-TEACHER SCHOLARSHIP HOLDERS |
author |
Ochoa Delgado, Jessica Elizabeth |
author_facet |
Ochoa Delgado, Jessica Elizabeth Arcentales Abad, María Karina Peralta Sari, Luis Andrés Conza Armijos, Hover Ismael |
author_role |
author |
author2 |
Arcentales Abad, María Karina Peralta Sari, Luis Andrés Conza Armijos, Hover Ismael |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Ochoa Delgado, Jessica Elizabeth Arcentales Abad, María Karina Peralta Sari, Luis Andrés Conza Armijos, Hover Ismael |
dc.subject.por.fl_str_mv |
Formação de professores história de professores bolsas de estudo ensino de inglês Professional development narratives scholarships english language teaching Capacitación docente relato docente becas enseñanza de inglés |
topic |
Formação de professores história de professores bolsas de estudo ensino de inglês Professional development narratives scholarships english language teaching Capacitación docente relato docente becas enseñanza de inglés |
description |
The objective of this paper is to analyze the accounts of four English teachers who received scholarships from the Go Teacher program and were trained in an English-speaking country. This article describes the participants' experiences during and after the program, as well as the impact it had on their teaching practice once they returned to the country. A qualitative approach using a biographical-narrative design was used to explore the participants' perceptions. It was identified that the program had a positive influence on English language acquisition, as participants reached the level required to teach in Ecuador. Similarly, the program contributed to methodological training by providing new strategies for teaching English. However, because the cohorts were composed of a high number of scholarship recipients at the same university, the use of English as a means of communication for interaction was limited. In addition, there was little follow-up with the scholarship recipients once they had returned to their institutions during the compensation period, which resulted in minimal availability of information regarding the impact of the program on the Ecuadorian educational system. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-11-17 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/7386 10.1590/SciELOPreprints.7386 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/7386 |
identifier_str_mv |
10.1590/SciELOPreprints.7386 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/7386/13872 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints - Scientific Electronic Library Online (SCIELO) |
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