DOI:
https://doi.org/10.14483/22487085.20635Published:
2025-06-12Issue:
Vol. 27 No. 1 (2025): CALJ: january-juneSection:
Research ArticlesPre-service Teachers’ Perspectives on Materials Development
A Case Study in Florencia, Caquetá, Colombia
Perspectivas de docentes en formación sobre el desarrollo de materiales
Keywords:
desarrollo de materiales, práctica docente, docentes en formación, enseñanza del inglés, enseñanza del inglés como lengua extranjera (es).Keywords:
materials development, practicum, pre-service teachers, English language teaching, EFL (en).Downloads
Abstract (en)
This paper presents the findings of a qualitative case study examining pre-service teachers’ perceptions of materials development during their practicum in state high schools. The study involved 15 pre-service teachers from the English Language Teaching Program at Universidad de la Amazonia. Data were collected through surveys, interviews, and artifacts and analyzed using the coding principles of grounded theory. The findings revealed that pre-service teachers perceive materials development as a cornerstone of their practicum experience. They reported that developing materials heightened their awareness of the importance of the practicum. Additionally, they emphasized the need to contextualize materials and integrate technology to enhance students’ learning experience. Nevertheless, findings suggest that pre-service teachers faced several constraints when designing their teaching materials, due to uncertainty about fulfilling their students’ expectations, limited institutional resources, and differing perspectives between cooperating and supervising teachers. These findings have important implications for teacher education programs and material development practices.
Abstract (es)
Este artículo presenta los resultados de un estudio de caso cualitativo que investigó las percepciones de los maestros en formación sobre el desarrollo de materiales durante su práctica en colegios estatales de secundaria y preparatoria. El estudio involucró a 15 docentes en formación de la Licenciatura en Inglés de la Universidad de la Amazonía. La recolección de datos se llevó a cabo mediante encuestas, entrevistas y artefactos. Una vez compilados, se analizaron los datos, siguiendo los principios de codificación de la teoría fundamentada. Los hallazgos revelaron que los docentes en formación consideran el proceso de desarrollo de materiales como una piedra angular en su práctica. En este sentido, señalaron que la elaboración de materiales los sensibilizó sobre la importancia de la práctica. Además, enfatizaron la importancia de contextualizar los materiales e incorporar tecnología para mejorar la experiencia de aprendizaje de sus estudiantes. Los hallazgos también sugieren que los docentes en formación enfrentaron varias limitaciones al diseñar sus materiales didácticos, debido a la incertidumbre sobre el cumplimiento de las expectativas de sus estudiantes, la falta de recursos institucionales y las diferentes perspectivas entre los docentes cooperantes y supervisores. Estos hallazgos tienen implicaciones significativas para los programas de formación docente y las prácticas de desarrollo de materiales.
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Copyright (c) 2025 Paola Julie Aguilar Cruz, Mónica Fernanda Garrido-Yagüe, Pablo Emilio Rodulfo-Elizalde
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