Conceptions of good teaching in professors’ narratives: pre-service EFL teaching education

  • Luis Porta Universidad Nacional de Mar del Plata
  • María Cristina Sarasa

Keywords:

Teacher Education, EFLT Didactics, good teaching practices

Abstract

The research project "Good Teaching Practices and Teacher Education Contributions Towards a New Pedagogical Agenda" studies good teaching in the EFL Teacher Education Program at the School of Humanities. Mar del Plata State University, Argentina The investigation proceeds within the framework of the new agenda for didactics It began by identifying good practices through a semi-open questionnaire administered to a selected sample of good senior students in the Program Recorded instructors were interviewed by means of a semi-flexible script emphasizing their narrative perspectives This paper summarizes a comparative analysis of conceptions of good teaching registered for two professors. The interpretation of these stories aims at generating categories to publicly and theoretically signify their private teaching experiences. This process allows for the exploration of some of the complexities concerning pre-service EFL teaching education.

Downloads

Download data is not yet available.

Author Biography

María Cristina Sarasa

Profesora de Inglés y Especialista en Docencia Universitaria, Titular de las cátedras de Historia Inglesa y Comunicación Integral, UNMDP. Integrante del Proyecto: "Buenas prácticas y formación del Profesorado de Inglés: Aportes para la nueva agenda de la didáctica".

Downloads

Published

2012-07-29

How to Cite

Porta, L., & Sarasa, M. C. (2012). Conceptions of good teaching in professors’ narratives: pre-service EFL teaching education. Praxis Educativa, 10(10), 68–74. Retrieved from https://cerac.unlpam.edu.ar/index.php/praxis/article/view/481

Issue

Vol. 10 No. 10 (2006): marzo 2006 - febrero 2007

Section

Artículos

License

Copyright Notice

Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment)  signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).