Three Stories, Three Perspectives: Are We Afraid of Being English Teachers? Co-Constructed Autoethnography
This Co-Constructive Autoethnography research aimed at analyzing the way pre-service English teachers’ language proficiency influences their classroom management skills in the English teaching practice in a private and public school in Medellin. We, three pre-service English teachers, took the role...
- Autores:
-
Porras Ochoa, Juan Esteban
Medina García, Ingred Marie
Osorno Saldarriaga, Yuliana
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad Católica Luis Amigó
- Repositorio:
- Repositorio Institucional Universidad Católica Luis Amigó
- Idioma:
- eng
- OAI Identifier:
- oai:repository.ucatolicaluisamigo.edu.co:20.500.14.531/4778
- Palabra clave:
- Co-constructive Autoethnography
language teaching
Classroom management
Teachers language proficiency
Professional development
a
- Rights
- restrictedAccess
- License
- https://creativecommons.org/licenses/by-nd/4.0/