Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Development
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Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Development

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Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Development

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dc.contributor.author Villacañas de Castro, Luis Sebastián
dc.date.accessioned 2020-02-19T12:42:11Z
dc.date.available 2020-02-19T12:42:11Z
dc.date.issued 2020
dc.identifier.uri https://hdl.handle.net/10550/73146
dc.description.abstract This article describes the progress and findings of a research project, organized in the context of a university Masters course in Teaching English as a Foreign Language (TEFL), which aimed at translating the student-teachers' (STs) funds of identity into worthwhile curricular proposals for the English as a Foreign Language (EFL) subject. The first part of the research involved 38 STs in three workshops through which they became aware of their own funds of identity, expanded their own teacher identity, and finally designed curricular proposals that incorporated their funds of identity as valuable pedagogical resources. The second part of the research took place during the two-month practicum that the STs completed in regional high schools, during which period the professional development (if any) that the STs had undergone was collectively and qualitatively assessed in relation to their ability to put into practice their own innovative EFL proposals in real classroom settings.
dc.language.iso eng
dc.relation.ispartof Journal Of Language Identity And Education, 2020, vol. 19, num. 1, p. 25-41
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Villacañas de Castro, Luis Sebastián 2020 Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Development Journal Of Language Identity And Education 19 1 25 41
dc.subject Anglès
dc.subject Aprenentatge
dc.title Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Development
dc.type info:eu-repo/semantics/article
dc.date.updated 2020-02-19T12:42:11Z
dc.identifier.doi https://doi.org/10.1080/15348458.2019.1667239
dc.identifier.idgrec 136371

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