The Future of Education

Edition 14

Accepted Abstracts

Virtual Learning Communities: Reflecting about my Teaching Practicum

Ángela María Gamboa, Corporación Universitaria Minuto de Dios (Colombia)

Catalina Herrera, Corporación Universitaria Minuto de Dios (Colombia)

Abstract

This paper intends to present the preliminary results of the research in progress called “Reflective practice about teaching practicum and beliefs about teaching”; which aim is to analyze how pre-service teachers reflect about their beliefs, theories and practices through their participation in a virtual learning community defined as a social network where students, colleagues and teachers discuss, interact and exchange experiences about their teaching practicum (Rivera & Miño, 2018). It was designed to promote pre-service teachers’ reflection in three moments proposed by Farrell (2013) and Schön (1987): in-on-for action regarding their own practice and classmates one. This praxeological project (Juliao, 2011) is being carried out with 10 pre-service teachers from the bachelor in English as a foreign language at Corporación Universitaria Minuto de Dios. To collect the data, the pre-service teachers’ responses, lessons plans and video recordings of their classes shared in the virtual learning community, and a focus group are used. Preliminary analysis of the first moment shows pre-service teachers have some difficulties identifying the method or approach used, the techniques to present grammar and vocabulary in a lesson designed by an experience teacher. Besides, when they are asked to reflect about what they would do, there is a tendency to become a communicative class into a grammatical one. With further analysis we expect to understand why, how and what they do in their practicum regarding the theory and beliefs.

Keywords: Praxeology, Reflective practice, Virtual Learning communities;

References:
[1] Farrell, T. (2013). Reflective teaching. Virginia: TESOL International Association.
[2]Juliao Vargas, C. G. (2011). El enfoque praxeológico.-
[3] Schön, D. (1987). La formación de profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje de las profesiones. Barcelona: Paidós.
[4] Rivera-Vargas, P., & Miño-Puigcercós, R. (2018). Young people and virtual communities: New ways of learning and of social participation in the digital society. Páginas de Educación, 11(1), 67–82. 

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