Language didactics and communication: research field and teacher training
The article provides arguments for proposing language didactics as a field of study that belongs to a wider field: language pedagogy. The first argumentation is addressed on the basis of the problems identified for research. The latter presents what constitutes a training component for teachers in t...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6554
- Fecha de publicación:
- 2018
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13465
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174
https://repositorio.uptc.edu.co/handle/001/13465
- Palabra clave:
- didactics
language
communication
research
teacher training
didáctica
lenguaje
comunicación
investigación
formación de profesores
didática
linguagem
comunicação
pesquisa
formação de professores
didactique
langage
communication
recherche
formation des enseignants
- Rights
- License
- Derechos de autor 2018 Dora Inés Calderón
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Language didactics and communication: research field and teacher training |
| dc.title.es-ES.fl_str_mv |
Didáctica de lenguaje y comunicación: campo de investigación y formación de profesores |
| dc.title.fr-FR.fl_str_mv |
Didactique du Langage et communicaction: domaine de recherche et formation des enseignants |
| dc.title.pt-BR.fl_str_mv |
Didática da linguagem e comunicação: campo de pesquisa e formação de professores |
| title |
Language didactics and communication: research field and teacher training |
| spellingShingle |
Language didactics and communication: research field and teacher training didactics language communication research teacher training didáctica lenguaje comunicación investigación formación de profesores didática linguagem comunicação pesquisa formação de professores didactique langage communication recherche formation des enseignants |
| title_short |
Language didactics and communication: research field and teacher training |
| title_full |
Language didactics and communication: research field and teacher training |
| title_fullStr |
Language didactics and communication: research field and teacher training |
| title_full_unstemmed |
Language didactics and communication: research field and teacher training |
| title_sort |
Language didactics and communication: research field and teacher training |
| dc.subject.en-US.fl_str_mv |
didactics language communication research teacher training |
| topic |
didactics language communication research teacher training didáctica lenguaje comunicación investigación formación de profesores didática linguagem comunicação pesquisa formação de professores didactique langage communication recherche formation des enseignants |
| dc.subject.es-ES.fl_str_mv |
didáctica lenguaje comunicación investigación formación de profesores |
| dc.subject.pt-BR.fl_str_mv |
didática linguagem comunicação pesquisa formação de professores |
| dc.subject.fr-FR.fl_str_mv |
didactique langage communication recherche formation des enseignants |
| description |
The article provides arguments for proposing language didactics as a field of study that belongs to a wider field: language pedagogy. The first argumentation is addressed on the basis of the problems identified for research. The latter presents what constitutes a training component for teachers in this area. Three questions concerning knowledge construction in didactical training of teachers of language and communication (LaC) were considered: (1) What is the aim of research in language didactics? (2) What are the common topics of research in this field? (3) What are the challenges identified in research of this kind? The answers reveal that a didactic-type knowledge must be included as a fundamental know-how in the knowledge of teachers of LaC. |
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2018 |
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2024-07-05T19:04:25Z |
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2024-07-05T19:04:25Z |
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2018-09-03 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6554 |
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http://purl.org/coar/version/c_970fb48d4fbd8a138 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174 10.19053/22160159.v9.n21.2018.7174 |
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https://repositorio.uptc.edu.co/handle/001/13465 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174 https://repositorio.uptc.edu.co/handle/001/13465 |
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10.19053/22160159.v9.n21.2018.7174 |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174/7411 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174/8900 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174/8979 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174/8980 |
| dc.rights.es-ES.fl_str_mv |
Derechos de autor 2018 Dora Inés Calderón |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 9 No. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 151 - 178 |
| dc.source.es-ES.fl_str_mv |
Praxis & Saber; Vol. 9 Núm. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 151 - 178 |
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Praxis & Saber; Vol. 9 No 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 151 - 178 |
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Praxis & Saber; V. 9 N. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 151 - 178 |
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Praxis & Saber; v. 9 n. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 151 - 178 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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1839633802951917568 |
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2018-09-032024-07-05T19:04:25Z2024-07-05T19:04:25Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/717410.19053/22160159.v9.n21.2018.7174https://repositorio.uptc.edu.co/handle/001/13465The article provides arguments for proposing language didactics as a field of study that belongs to a wider field: language pedagogy. The first argumentation is addressed on the basis of the problems identified for research. The latter presents what constitutes a training component for teachers in this area. Three questions concerning knowledge construction in didactical training of teachers of language and communication (LaC) were considered: (1) What is the aim of research in language didactics? (2) What are the common topics of research in this field? (3) What are the challenges identified in research of this kind? The answers reveal that a didactic-type knowledge must be included as a fundamental know-how in the knowledge of teachers of LaC.El artículo presenta fundamentos para proponer la didáctica del lenguaje como un campo disciplinar, la cual haría parte de un campo más amplio: la pedagogía del lenguaje. La primera fundamentación se aborda desde los problemas identificados para investigar. La segunda plantea qué constituye un componente de formación de profesores de esta área. Se ponen en consideración tres preguntas sobre la configuración de conocimiento para la formación didáctica del profesorado de lenguaje y comunicación [LyC]: ¿Cuál es el objeto de la investigación en didáctica del lenguaje? ¿Qué suele investigarse en este campo? ¿Qué retos se identifican en este tipo de investigaciones? Las respuestas revelan que el conocimiento del profesor de LyC requiere desarrollar, como saber fundamental, un conocimiento de tipo didáctico.L’article fournit des arguments pour proposer la didactique du langage comme un domaine d’étude, laquelle ferait partie d’un domaine plus large: la pédagogie du langage. La première argumentation est abordée sur la base des problèmes identifiés comme objet de recherche. La deuxième argumentation soulève ce qui constitue une composante de formation des enseignants de ce champ. On considère trois questions concernant la construction de la connaissance dans la formation didactique des enseignants en langage et communication (LeC): (1) Quel est l’objectif de la recherche en didactique du langage? (2) Quels sont les sujets de recherche les plus courants autour de ce domaine? (3) Quels sont les défis identifiés dans les recherches de ce type? Les réponses mettent en lumière que la connaissance de l’enseignant de LeC doit comporter un savoir fondamental de nature didactique.O artigo apresenta fundamentos para propor a didática da linguagem como uma disciplina, que seria parte de um campo mais amplo: a pedagogia da linguagem. A primeira undamentação trata-se desde os problemas identificados para pesquisar. A segunda considera que constitui um componente de formação de professores nesta área. Considera-se três perguntas sobre a configuração do conhecimento para a formação didática do professorado do ensino da língua e comunicação [LeC]: qual é o objeto da pesquisa em didática da língua? O que tende a ser investigado neste campo? O que desafios são identificados neste tipo de pesquisa? As respostas revelam que o conhecimento do professor de LeC requerem desenvolvimento, como conhecimento fundamental, um conhecimento do tipo didático.application/pdfapplication/xmltext/htmlapplication/zipspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174/7411https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174/8900https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174/8979https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7174/8980Derechos de autor 2018 Dora Inés Calderónhttp://purl.org/coar/access_right/c_abf55http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 9 No. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 151 - 178Praxis & Saber; Vol. 9 Núm. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 151 - 178Praxis & Saber; Vol. 9 No 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 151 - 178Praxis & Saber; V. 9 N. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 151 - 178Praxis & Saber; v. 9 n. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 151 - 1782462-86032216-0159didacticslanguagecommunicationresearchteacher trainingdidácticalenguajecomunicacióninvestigaciónformación de profesoresdidáticalinguagemcomunicaçãopesquisaformação de professoresdidactiquelangagecommunicationrechercheformation des enseignantsLanguage didactics and communication: research field and teacher trainingDidáctica de lenguaje y comunicación: campo de investigación y formación de profesoresDidactique du Langage et communicaction: domaine de recherche et formation des enseignantsDidática da linguagem e comunicação: campo de pesquisa e formação de professoresinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6554http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a138http://purl.org/coar/version/c_970fb48d4fbd8a85Calderón, Dora Inés001/13465oai:repositorio.uptc.edu.co:001/134652025-07-18 11:43:29.712metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |