THE CLASS OBSERVERS AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

Autores:: Martínez Luengas, Miguel

Tipo de recurso:: Article of journal

Fecha de publicación:: 2021

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	THE CLASS OBSERVERS AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD
title	THE CLASS OBSERVERS AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD
spellingShingle	THE CLASS OBSERVERS AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD Class’ observer Subject observer Subject position Class observations Observador de clases Sujeto observador Posición del sujeto Observaciones de clases
title_short	THE CLASS OBSERVERS AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD
title_full	THE CLASS OBSERVERS AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD
title_fullStr	THE CLASS OBSERVERS AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD
title_full_unstemmed	THE CLASS OBSERVERS AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD
title_sort	THE CLASS OBSERVERS AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD
dc.creator.fl_str_mv	Martínez Luengas, Miguel
dc.contributor.author.spa.fl_str_mv	Martínez Luengas, Miguel
dc.subject.none.fl_str_mv	Class’ observer Subject observer Subject position Class observations Observador de clases Sujeto observador Posición del sujeto Observaciones de clases
topic	Class’ observer Subject observer Subject position Class observations Observador de clases Sujeto observador Posición del sujeto Observaciones de clases
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-09-02 11:49:44 2026-04-16T17:27:19Z
dc.date.available.none.fl_str_mv	2021-09-02 11:49:44
dc.date.issued.none.fl_str_mv	2021-09-02
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dc.relation.references.none.fl_str_mv	Andreouli, E. (2010). Identity, Positioning, and Self-Other Relations. Papers on Social Representations. Volume 19, Peer-Reviewed online journal. Biesta, G. and Tedder, M. (2007). Agency and learning in the life course: Towards an ecological perspective. Studies in the Education of Adults 39 (2). British Council-Secretaría de Educación Distrital, Convenio 1550. (2017). Guías para la Ronda de observación de clase. Escuelas Formadoras y Maestros de Maestros EFMMa. Guía de Rondas de Observación de Clase. Bron, A. and West, L. (2000). Time for stories: The emergence of life history methods in the social sciences. International Journal of Contemporary Sociology 37(2), 158-175. Bruner, J. (1991). The Narrative Construction of Reality. Critical Inquiry, Vol. 18, No. 1. pp. 1-21 The University of Chicago Press. Bruns, B; Costa, L; Cunha, N. (2018). Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? Policy Research Working Paper; No. 8156. World Bank, Washington, DC. World Bank. https://openknowledge.worldbank.org/handle/10986/27962 License: CC BY 3.0 IGO. Cabrales, D. (2019). Las fallas del examen de ascenso docente. Las 2 Orillas. https://www.las2orillas.co/las-fallas-del-examen-de-ascenso-docente/ Chase, S. (2005). Narrative inquiry: Multiple lenses, approaches, voices. In N. K. Denzin & Y. S. Lincoln, The Sage handbook of qualitative research (3rd ed., pp. 651-680). Thousand Oaks, CA: Sage. Denzin, N. K. (1989b). The research act (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall. Duveen, G., & Lloyd, B. (Eds.). (1990). Social representations and the development of knowledge. Cambridge University Press. https://doi.org/10.1017/CBO9780511659874 Foucault, M. (1982). The subject and Power- Critical Inquiry. The University of Chicago Press. Foucault, M. (1991). Discipline and Punish: The birth of a prison. London, Penguin Harré, R., & Moghaddam, F. (Eds.). (2003). The self and others: Positioning individuals and groups in personal, political, and cultural contexts. Praeger Publishers/Greenwood Publishing Group. Harré, R. (2012). Positioning theory: Moral dimensions of social-cultural psychology. In J. Valsiner (Ed.), Oxford library of psychology. The Oxford handbook of culture and psychology (p. 191–206). Oxford University Press. Hernández, P. (2016). ¡Bienvenidos los cambios! Una evaluación integral a los docentes de nuestro país. El Mal Economista. El Espectador. https://blogs.elespectador.com/economia/el-mal-economista/bienvenidos-los-cambios-una-evaluacion-integral-a-losdocentes-de-nuestro-pais Hişmanoğlu, M., & Hişmanoğlu, S. (2010). English language teachers ‘perceptions of educational supervision in relation to their professional development: A case study of Northern Cyprus. Novitas-ROYAL (Research on Youth and Language), 4(1), 16-34. Jordão, C. M. (2016) Decolonizing identities: English for internationalization in a Brazilian university. Interfaces Brasil/Canadá. Canoas, v. 16, n. 1, 2016, p. 191–209. Lam, S. F. (2001). Educators’ opinions on classroom observation as a practice of staff development and appraisal. Teaching and Teacher Education, 17(2), 161-173. Lasagabaster, D & Sierra, J. (2011) Classroom observation: desirable conditions established by teachers. European Journal of Teacher Education, 449-463. Li, Y.-L. (2009). The perspectives and experiences of Hong Kong preschool teacher mentors: Implications for mentoring. Teacher Development 13: 147–58. Martinez 2021 (forthcoming). The Observer, the Teacher, and the “Expert”- Unseen situations in Classroom Observation Practices. Capítulo libro, ELT Research Agendas II. Doctorado Interinstitucional en Educación, Universidad Distrital. Merç, A, (2015). The Potential of General Classroom Observation: Turkish EFL Teachers’ Perceptions, Sentiments, and Readiness for Action. Redfame Publishing. Ministerio de Educación Nacional (MEN). (2014). Programa nacional de inglés- Documento de socialización Colombia Very Well 2015-2025. https://www.mineducacion.gov.co/1759/articles343837_Programa_Nacional_Ingles.pdf Ministerio de Educación Nacional (MEN). (2016). Colombia Bilingüe-Teaching Fellowship Program. https://www.mineducacion.gov.co/1621/articles-132560_recurso_pdf_programa_nacional_bilinguismo.pdf Ministerio de Educación Nacional (MEN). (2018-2019). Manual para autograbación del video de práctica. Evaluación de Carácter Diagnóstico Formativa (ECDF). https://www.mineducacion.gov.co/1759/articles-382455_recurso_3.pdf Mishler, E. G. (1995). Models of narrative analysis: A typology. Journal of Narrative & Life History, 5(2), 87–123. https://doi.org/10.1075/jnlh.5.2.01mod Plan de Bilingüismo Municipal Mosquera. (2012). Mosquera Lives English 2012-2021. Plan de bilingüismo municipal “Mosquera Lives English”. Recuperado de: https://mosqueracundinamarca.micolombiadigital.gov.co/sites/mosqueracundinamarca/content/files/000155/7716_mosqueralivesenglish.pdf Savage, J. (2006). Ethnographic evidence: The value of applied ethnography in healthcare. Journal of Research in Nursing, 11(5), 383-393. Strauss, A. & Corbin, J. (1990). Basics of qualitative research. Newbury Park, CA: Sage. Tinto, J. (2013). El análisis de contenido como herramienta de utilidad para la realización de una investigación descriptiva. Un ejemplo de aplicación práctica utilizado para conocer las investigaciones realizadas sobre la imagen de marca de España y el efecto país de origen. Provincia, (29),135-173. https://www.redalyc.org/articulo.oa?id=555/55530465007 Vasilachis, I. (1992a). Métodos cualitativos. Los problemas teórico-epistemológicos.Buenos Aires: Centro Editor de América Latina. Wajnryb, R. (1992). Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers. Cambridge University Press. Wichadee, S. (2011). Professional development: A path to success for EFL teachers. Contemporary Issues in Education Research (CIER), 4(5), 13-22
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dc.relation.ispartofjournal.spa.fl_str_mv	Ingeniería Investigación y Desarrollo
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spelling	Martínez Luengas, Miguel2021-09-02 11:49:442026-04-16T17:27:19Z2021-09-02 11:49:442021-09-021900-771Xhttps://repositorio.uptc.edu.co/handle/001/2008810.19053/1900771X.v20.n2.2020.133872422-4324https://doi.org/10.19053/1900771X.v20.n2.2020.13387application/pdfUniversidad Pedagógica y Tecnológica de Colombia - UPTChttps://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/ingenieria_sogamoso/article/view/13387Class’ observerSubject observerSubject positionClass observationsObservador de clasesSujeto observadorPosición del sujetoObservaciones de clasesTHE CLASS OBSERVERS AND THEIR SUBJECT POSITION (S) IN THE ELT FIELDArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Andreouli, E. (2010). Identity, Positioning, and Self-Other Relations. Papers on Social Representations. Volume 19, Peer-Reviewed online journal. Biesta, G. and Tedder, M. (2007). Agency and learning in the life course: Towards an ecological perspective. Studies in the Education of Adults 39 (2). British Council-Secretaría de Educación Distrital, Convenio 1550. (2017). Guías para la Ronda de observación de clase. Escuelas Formadoras y Maestros de Maestros EFMMa. Guía de Rondas de Observación de Clase. Bron, A. and West, L. (2000). Time for stories: The emergence of life history methods in the social sciences. International Journal of Contemporary Sociology 37(2), 158-175. Bruner, J. (1991). The Narrative Construction of Reality. Critical Inquiry, Vol. 18, No. 1. pp. 1-21 The University of Chicago Press. Bruns, B; Costa, L; Cunha, N. (2018). Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? Policy Research Working Paper; No. 8156. World Bank, Washington, DC. World Bank. https://openknowledge.worldbank.org/handle/10986/27962 License: CC BY 3.0 IGO. Cabrales, D. (2019). Las fallas del examen de ascenso docente. Las 2 Orillas. https://www.las2orillas.co/las-fallas-del-examen-de-ascenso-docente/ Chase, S. (2005). Narrative inquiry: Multiple lenses, approaches, voices. In N. K. Denzin & Y. S. Lincoln, The Sage handbook of qualitative research (3rd ed., pp. 651-680). Thousand Oaks, CA: Sage. Denzin, N. K. (1989b). The research act (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall. Duveen, G., & Lloyd, B. (Eds.). (1990). Social representations and the development of knowledge. Cambridge University Press. https://doi.org/10.1017/CBO9780511659874 Foucault, M. (1982). The subject and Power- Critical Inquiry. The University of Chicago Press. Foucault, M. (1991). Discipline and Punish: The birth of a prison. London, Penguin Harré, R., & Moghaddam, F. (Eds.). (2003). The self and others: Positioning individuals and groups in personal, political, and cultural contexts. Praeger Publishers/Greenwood Publishing Group. Harré, R. (2012). Positioning theory: Moral dimensions of social-cultural psychology. In J. Valsiner (Ed.), Oxford library of psychology. The Oxford handbook of culture and psychology (p. 191–206). Oxford University Press. Hernández, P. (2016). ¡Bienvenidos los cambios! Una evaluación integral a los docentes de nuestro país. El Mal Economista. El Espectador. https://blogs.elespectador.com/economia/el-mal-economista/bienvenidos-los-cambios-una-evaluacion-integral-a-losdocentes-de-nuestro-pais Hişmanoğlu, M., & Hişmanoğlu, S. (2010). English language teachers ‘perceptions of educational supervision in relation to their professional development: A case study of Northern Cyprus. Novitas-ROYAL (Research on Youth and Language), 4(1), 16-34. Jordão, C. M. (2016) Decolonizing identities: English for internationalization in a Brazilian university. Interfaces Brasil/Canadá. Canoas, v. 16, n. 1, 2016, p. 191–209. Lam, S. F. (2001). Educators’ opinions on classroom observation as a practice of staff development and appraisal. Teaching and Teacher Education, 17(2), 161-173. Lasagabaster, D & Sierra, J. (2011) Classroom observation: desirable conditions established by teachers. European Journal of Teacher Education, 449-463. Li, Y.-L. (2009). The perspectives and experiences of Hong Kong preschool teacher mentors: Implications for mentoring. Teacher Development 13: 147–58. Martinez 2021 (forthcoming). The Observer, the Teacher, and the “Expert”- Unseen situations in Classroom Observation Practices. Capítulo libro, ELT Research Agendas II. Doctorado Interinstitucional en Educación, Universidad Distrital. Merç, A, (2015). The Potential of General Classroom Observation: Turkish EFL Teachers’ Perceptions, Sentiments, and Readiness for Action. Redfame Publishing. Ministerio de Educación Nacional (MEN). (2014). Programa nacional de inglés- Documento de socialización Colombia Very Well 2015-2025. https://www.mineducacion.gov.co/1759/articles343837_Programa_Nacional_Ingles.pdf Ministerio de Educación Nacional (MEN). (2016). Colombia Bilingüe-Teaching Fellowship Program. https://www.mineducacion.gov.co/1621/articles-132560_recurso_pdf_programa_nacional_bilinguismo.pdf Ministerio de Educación Nacional (MEN). (2018-2019). Manual para autograbación del video de práctica. Evaluación de Carácter Diagnóstico Formativa (ECDF). https://www.mineducacion.gov.co/1759/articles-382455_recurso_3.pdf Mishler, E. G. (1995). Models of narrative analysis: A typology. Journal of Narrative & Life History, 5(2), 87–123. https://doi.org/10.1075/jnlh.5.2.01mod Plan de Bilingüismo Municipal Mosquera. (2012). Mosquera Lives English 2012-2021. Plan de bilingüismo municipal “Mosquera Lives English”. Recuperado de: https://mosqueracundinamarca.micolombiadigital.gov.co/sites/mosqueracundinamarca/content/files/000155/7716_mosqueralivesenglish.pdf Savage, J. (2006). Ethnographic evidence: The value of applied ethnography in healthcare. Journal of Research in Nursing, 11(5), 383-393. Strauss, A. & Corbin, J. (1990). Basics of qualitative research. Newbury Park, CA: Sage. Tinto, J. (2013). El análisis de contenido como herramienta de utilidad para la realización de una investigación descriptiva. Un ejemplo de aplicación práctica utilizado para conocer las investigaciones realizadas sobre la imagen de marca de España y el efecto país de origen. Provincia, (29),135-173. https://www.redalyc.org/articulo.oa?id=555/55530465007 Vasilachis, I. (1992a). Métodos cualitativos. Los problemas teórico-epistemológicos.Buenos Aires: Centro Editor de América Latina. Wajnryb, R. (1992). Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers. Cambridge University Press. Wichadee, S. (2011). Professional development: A path to success for EFL teachers. Contemporary Issues in Education Research (CIER), 4(5), 13-224823120Ingeniería Investigación y Desarrollohttps://revistas.uptc.edu.co/index.php/ingenieria_sogamoso/article/download/13387/10883Núm. 2 , Año 2020 : Julio - DiciembrePublicationOREORE.xmltext/xml2560https://repositorio.uptc.edu.co/bitstreams/93134c11-b69c-4f1b-af40-710e9d40264a/download37548b55b908a7bcb5260fb38cc2736eMD51falseAnonymousREAD001/20088oai:repositorio.uptc.edu.co:001/200882026-09-29 08:35:37.679https://creativecommons.org/licenses/by-nc-sa/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

THE CLASS OBSERVERS AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

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