DOI:
https://doi.org/10.14483/udistrital.jour.calj.2013.1.a03Published:
2013-01-01Issue:
Vol 15, No 1 (2013) January-JuneSection:
Research ArticlesPre-service teachers’ construction of meaning: an interpretive qualitative study
La construcción de significados por profesores en formación: estudio interpretativo y cualitativo
Keywords:
Construcción de significado, raíces del conocimiento, asunciones, intertextualidad, habitus (es).Keywords:
Construction of meaning, roots of knowledge, assumptions, intertextuality, habitus. (en).Abstract (en)
This research-based article presents an interpretive qualitative study with pre-service teachers of Social Studies, who construct their own meanings from social-studies texts through their roots of knowledge, their shared assumptions, and the intertextuality which are collectively related to the core category: Habitus. Using these strategies, the pre-service teachers employ their own values, understandings and representations of the world to construct meaning. The author of this research collected and analyzed the data through the methodology of Grounded Theory. Pre-service teachers’ artifacts and class video recordings were used as major sources to collect data over the period of one semester.
Abstract (es)
Este artículo es el resultado de una investigación cualitativa interpretativa desarrollada con profesores de Ciencias Sociales en formación quienes construyen sus propios significados de textos relacionados con su campo de formación dadas sus raíces del conocimiento, sus asunciones compartidas y la intertextualidad las cuales se relacionan a su vez con la categoría Habitus que las nuclea a todas. El conocimiento previo, las asunciones y la intertextualidad de los docentes en formación les permite construir sus propios significados de los textos basados en sus valores, comprensiones y representaciones del mundo. El investigador recopiló y analizó los datos basado en la Teoría Fundamentada. Los trabajos producidos por los docentes en formación y las transcripciones de video grabaciones a lo largo de un semestre fueron los instrumentos de recolección de información.
References
Bahruth R., & Steiner, S., (2000). Upstream in the mainstream. Pedagogy against the current. In . F. Steiner, H. M. Krank, P. McLaren, and R. E. Bahruth (Eds.), Freirean Pedagogy, Praxis and Possibilities: Projects for the New Millennium. (pp. 119-145). Falmer Press.
Bourdieu, P. (1977). Outline of a Theory of Practice.
Cambridge: Cambridge University Press.
Burns, A. (2001). Collaborative Action Research for
English language Teachers. Cambridge: Cambridge
University press.
Ellis, R. (2006). The Methodology of Task-Based
Teaching. Retrieved March 25, 2008 fromhttp://www.asian-efl journal.com/September_2006_EBook_editions.pdf Wesley Longman.
Fairclough, N. (2003). Analyzing Discourse. Textual
Analysis for Social Research. New York: Routledge.
Freeman, D. (1988). Doing Teacher Research: From
Inquiry to Understanding. Canada: Heinle and Heinle Publishers.
Freire, P. and Macedo, D. (1987). Literacy: Reading the
Word and the World. Westport, CO., Bergin & Garvey.
Giroux, H. (2003). Critical Theory and Educational Practice. In: A. Darder, M. Baltodano and R. Torres. The
Critical Reader (pp.27-56). New York: Routledge
Falmer.
Ibrahim, A. (1999). Becoming Black: Rap and Hip-hop,
Race, Gender, Identity. and the Politics o f E S L
Learning. TESOL Quarterly. Vol. 33 (3), 349-367.
Lankshear, C., and Knobel, M. (2004). A Handbook for
Teacher Research: From Design to Implementation.
New York: Open University Press.
Lantolf, J. (2000). Sociocultural Theory and Second
Language Learning. Hong Kong: Oxford University Press.
López, M. (2006). Exploring students’ EFL writing
through hypertext design. CALJ, (8), 74-122.
Merriam, and Associates. (2002). Qualitative Research
in Practice: Examples for Discussion and Analysis. San Francisco: Jossey-Bass Publishers.
Murphy J. (2003). Task-based learning: the interaction
between tasks and learners. ELT Journal, 54 (4), 352-359. Oxford University Press.
Roy, A. (1990). Developing second language literacy: A
Vygotskyan perspective. Journal of Teaching Writing. 91-98.
Strauss, A. and Corbin, J. (1990). Basics of Qualitative
Research: Grounded Theory Procedures and Techniques. London: Sage Publications.
Wells, G. (1995). Language and the inquiry-oriented
curriculum. Curriculum inquiry. Cambridge and Oxford: Backwell Publishers. In: Garzón, N. (2006). The electronic text and a new nature of literacy. CALJ, (8), 203-215.
Whitin P, and Whitin, D. (1997). Inquiry at the Window.
Pursuing the Wonders of Learners. P o r t s -
mouth: Heinemann.
Willis, J. (1996). A Framework for Task-Based Learning. Edinburgh: Addison Wesley Longman Limited.
Wink, J. (2005). Critical Pedagogy. Notes from the Real
World. New York: Addison Wesley Longman.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
Metrics
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
The journal allow the author(s) to hold the copyright without restrictions. Also, The Colombian Apllied Linguistics Journal will allow the author(s) to retain publishing rights without restrictions.