Estudio mixto sobre la relación entre creencias epistemológicas y pedagogías críticas en ELT de profesores del sector público de Bogotá.

Based on critical pedagogies, this research was developed aiming to understand the possible transformation processes of epistemological beliefs through an in-service educational program. For this, a mixed method of embedded transformative concurrent design was used. It contributes a literature revie...

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Bibliographic Details
Main Author:	Vanegas Garzón Sindy Lissette
Other Authors:	Bedoya Ríos Nohemy Marcela
Format:	Estudio de caso
Language:	spa
Published:	Universidad Antonio Nariño 2024
Subjects:	Pedagogías críticas creencias epistemológicas desarrollo profesional docente enseñanza del inglés y prácticas pedagógicas Critical pedagogies epistemic beliefs teachers professional development english language teaching; and, pedagogical practices
Online Access:	https://repositorio.uan.edu.co/handle/123456789/9877
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Summary:	Based on critical pedagogies, this research was developed aiming to understand the possible transformation processes of epistemological beliefs through an in-service educational program. For this, a mixed method of embedded transformative concurrent design was used. It contributes a literature review on critical pedagogies in the field of English Language Teaching (ELT). Then, it was developed a quantitative scenario consisting of the characterization of the epistemological beliefs of a sample of teachers from the public sector of Bogotá and a qualitative scenario developed from a professional development program titled “Critical Pedagogies for ELT”. The findings show trends and characteristic features in the belief systems of English teachers, providing ideas about how reflection on practice and the co-construction of knowledge generated from in-service training scenarios allow a renewal in the ELT field from the inclusion of critical pedagogies.