Virtual Learning Communities: A Contribution to the Pre-Service Teachers’ Learning

This paper presents the pre-service teachers’ learning of didactics and language teaching methodologies during their participation in a virtual learning community. Three main concepts were defined: Virtual Learning Communities (VLCs), reflective practice, and learning from a sociocultural perspectiv...

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Autores:
Tipo de recurso:
Fecha de publicación:
2022
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/16144
Acceso en línea:
https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/13411
https://repositorio.uptc.edu.co/handle/001/16144
Palabra clave:
Learning
reflective practice
virtual learning communities
aprendizaje
práctica reflectiva
comunidad de aprendizaje virtual
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License
Copyright (c) 2022 Enletawa Journal
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oai_identifier_str oai:repositorio.uptc.edu.co:001/16144
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spelling 2022-08-042024-07-08T14:32:39Z2024-07-08T14:32:39Zhttps://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/1341110.19053/2011835X.13411https://repositorio.uptc.edu.co/handle/001/16144This paper presents the pre-service teachers’ learning of didactics and language teaching methodologies during their participation in a virtual learning community. Three main concepts were defined: Virtual Learning Communities (VLCs), reflective practice, and learning from a sociocultural perspective. 25 pre-service teachers from a bachelor’s degree in language teaching participated in the VLC. A focus group and the pre-service teacher’s reflection in the VLC were used to collect information. The results show pre- service learned to reflect on and use effective teaching materials; to select, adapt and combine language teaching methodologies, and to criticize themselves, their lessons plan, and their performance in order to improve their teaching practice.Este trabajo expone el aprendizaje de didáctica y metodologías de enseñanza de idiomas de los profesores en formación durante su participación en una comunidad virtual de aprendizaje. Se definieron tres conceptos principales: comunidades virtuales de aprendizaje (CVA), práctica reflexiva, y aprendizaje desde una perspectiva sociocultural. Participaron en la CVA 25 profesores en formación de una licenciatura en enseñanza de idiomas. Para recoger la información se utilizó un grupo de discusión y la reflexión de los profesores en formación en la CVA. Los resultados muestran que los profesores en formación aprendieron a reflexionar y a utilizar materiales didácticos eficaces, a seleccionar, adaptar y combinar metodologías de enseñanza de idiomas, así como a criticarse a sí mismos, a su plan de clases y a su rendimiento, con el fin de mejorar su práctica docenteapplication/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/13411/12303Copyright (c) 2022 Enletawa Journalhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Enletawa Journal; Vol. 15 No. 1 (2022): ENLETAWA JOURNALEnletawa Journal; Vol. 15 Núm. 1 (2022): ENLETAWA JOURNAL2463-19652011-835XLearningreflective practicevirtual learning communitiesaprendizajepráctica reflectivacomunidad de aprendizaje virtualVirtual Learning Communities: A Contribution to the Pre-Service Teachers’ LearningComunidades virtuales de aprendizaje: una contribución al aprendizaje de los futuros profesoresinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1Herrera Mateus, CatalinaHerrera Varela, Brenda JuliethGarcía Arjona, John Jairo001/16144oai:repositorio.uptc.edu.co:001/161442025-07-18 11:15:27.147metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co
dc.title.en-US.fl_str_mv Virtual Learning Communities: A Contribution to the Pre-Service Teachers’ Learning
dc.title.es-ES.fl_str_mv Comunidades virtuales de aprendizaje: una contribución al aprendizaje de los futuros profesores
title Virtual Learning Communities: A Contribution to the Pre-Service Teachers’ Learning
spellingShingle Virtual Learning Communities: A Contribution to the Pre-Service Teachers’ Learning
Learning
reflective practice
virtual learning communities
aprendizaje
práctica reflectiva
comunidad de aprendizaje virtual
title_short Virtual Learning Communities: A Contribution to the Pre-Service Teachers’ Learning
title_full Virtual Learning Communities: A Contribution to the Pre-Service Teachers’ Learning
title_fullStr Virtual Learning Communities: A Contribution to the Pre-Service Teachers’ Learning
title_full_unstemmed Virtual Learning Communities: A Contribution to the Pre-Service Teachers’ Learning
title_sort Virtual Learning Communities: A Contribution to the Pre-Service Teachers’ Learning
dc.subject.en-US.fl_str_mv Learning
reflective practice
virtual learning communities
topic Learning
reflective practice
virtual learning communities
aprendizaje
práctica reflectiva
comunidad de aprendizaje virtual
dc.subject.es-ES.fl_str_mv aprendizaje
práctica reflectiva
comunidad de aprendizaje virtual
description This paper presents the pre-service teachers’ learning of didactics and language teaching methodologies during their participation in a virtual learning community. Three main concepts were defined: Virtual Learning Communities (VLCs), reflective practice, and learning from a sociocultural perspective. 25 pre-service teachers from a bachelor’s degree in language teaching participated in the VLC. A focus group and the pre-service teacher’s reflection in the VLC were used to collect information. The results show pre- service learned to reflect on and use effective teaching materials; to select, adapt and combine language teaching methodologies, and to criticize themselves, their lessons plan, and their performance in order to improve their teaching practice.
publishDate 2022
dc.date.accessioned.none.fl_str_mv 2024-07-08T14:32:39Z
dc.date.available.none.fl_str_mv 2024-07-08T14:32:39Z
dc.date.none.fl_str_mv 2022-08-04
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/13411
10.19053/2011835X.13411
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/16144
url https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/13411
https://repositorio.uptc.edu.co/handle/001/16144
identifier_str_mv 10.19053/2011835X.13411
dc.language.none.fl_str_mv spa
dc.language.iso.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/13411/12303
dc.rights.en-US.fl_str_mv Copyright (c) 2022 Enletawa Journal
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Copyright (c) 2022 Enletawa Journal
https://creativecommons.org/licenses/by-nc-nd/4.0/
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.en-US.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv Enletawa Journal; Vol. 15 No. 1 (2022): ENLETAWA JOURNAL
dc.source.es-ES.fl_str_mv Enletawa Journal; Vol. 15 Núm. 1 (2022): ENLETAWA JOURNAL
dc.source.none.fl_str_mv 2463-1965
2011-835X
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
_version_ 1839633861484478464

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