Profesores universitarios mexicanos de lengua inglesa en el extranjero: percepciones de sus contextos de aprendizaje
Palabras clave:
Profesores de lenguas, educación superior, experiencias de aprendizaje, investigación cualitativa.Resumen
Este estudio examina las percepciones de cinco profesores mexicanos de inglés sobre sus contextos de aprendizaje, durante sus estudios de posgrado en diferentes universidades Británicas. Los resultados indican que las influencias positivas de sus contextos de aprendizaje eran: (a) la calidad de enseñanza, (b) el uso de actividades que facilitaban la comprensión, y (c) la libertad de elección de temas y métodos de estudio. Las influencias negativas del contexto de aprendizaje reportadas fueron: (a) falta de congruencia entre enseñanza y evaluación, (b) inconsistencia en las prácticas de evaluación de los profesores, (c) falta de claridad de los profesores de sus expectativas y retroalimentación, y (d) tipo de apoyo académico recibido. Los resultados sugieren que una educación superior para el mundo global requiere de profesores con más experiencias de educación internacional. Futuras investigaciones sobre las percepciones de los estudiantes sobe sus contextos de aprendizaje pudieran abordar los aspectos socioculturales del mismo.Descargas
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Referencias
Berg, B. L. (2001). Qualitative research methods for the social sciences. Massachusetts: Allyn & Bacon.
Biggs, J. B. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.
Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education. London: Routledge Falmer.
Crotty, M. (2003). The foundations of social research: meaning and perspective in the research process. London: Sage.
Entwistle, N. J. (1998). Approaches to learning and forms of understanding. In B. Dart and G. Boulton-Lewis (Eds.), Teaching and learning in higher education (pp. 72-101). Melbourne: Australian Council for Educational Research.
Entwistle, N. J., McCune, V. S. & Walker, P. (2001). Conceptions, styles, and approaches within higher education: Analytical abstractions and everyday experience. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on thinking, learning and cognitive styles (pp. 103-136). Mahwah, New Jersey: Lawrence Erlbaum.
Entwistle, N. J & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Gutierrez Estrada, R. (2006). Entering the circle: Mexican graduate students’ experiences and perceptions of language, identity and new discourses in U. S. universities. Mextesol Journal, 30(2).
Hernández Castañeda, R. (2008). The graduate experience: Living and studying abroad (a case study). Revista Electrónica de Investigación Educativa, 10(2). Retrieved May, 12, 2009 from: http://redie.uabc.mx/vol10no2/contents-hernandezcastaneda.html
Karagiannopoulou, E. & Christodoulides, P. (2005). The impact of Greek university students’ perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research, 14(6), 329-350.
Krueger, R. A. & Casey, M. A. (2000). Focus groups. Thousand Oaks, California: Sage Publications.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, California: Sage.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, California: Sage Publications, Inc.
Lizzio, A., Wilson, K. & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52.
Marton, F. & Saljo, R. (1997). Approaches to learning. In F. Martin, D. J. Hounsell, and N. J. Entwistle (Eds.). The experience of learning, 39-58. Edinburgh: Scottish Academic Press.
Miles, M. B. & Hubberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, California: Sage Publications.
Morgan, D. L. (1988). Focus groups as qualitative research. London: Sage.
Secretaría de Educación Pública. Programa de Mejoramiento del Profesorado (2008). PROMEP en cifras. Retrieved from http://promep.sep.gob.mx/estadisticas/Estadisticas%20PROMEP%20corte%2031%20diciembre%202009_archivos/frame.htm
Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8(4), 411-27.
Ramsden P. (1987). Improving teaching and learning in higher education: the case for a relational perspective. Studies in Higher Education, 12(3), 275-286.
Ramsden, P. (1997). The context of learning in academic departments. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.). The experience of learning. Edinburgh: Scottish Academic Press.
Trigwell, K. & Prosser, M. (1991). Improving the Quality of Student Learning: the influence of learning context and student approaches to learning on learning outcomes. In Entwistle, N. (Ed). Higher Education 22, 251-266.
Biggs, J. B. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.
Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education. London: Routledge Falmer.
Crotty, M. (2003). The foundations of social research: meaning and perspective in the research process. London: Sage.
Entwistle, N. J. (1998). Approaches to learning and forms of understanding. In B. Dart and G. Boulton-Lewis (Eds.), Teaching and learning in higher education (pp. 72-101). Melbourne: Australian Council for Educational Research.
Entwistle, N. J., McCune, V. S. & Walker, P. (2001). Conceptions, styles, and approaches within higher education: Analytical abstractions and everyday experience. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on thinking, learning and cognitive styles (pp. 103-136). Mahwah, New Jersey: Lawrence Erlbaum.
Entwistle, N. J & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Gutierrez Estrada, R. (2006). Entering the circle: Mexican graduate students’ experiences and perceptions of language, identity and new discourses in U. S. universities. Mextesol Journal, 30(2).
Hernández Castañeda, R. (2008). The graduate experience: Living and studying abroad (a case study). Revista Electrónica de Investigación Educativa, 10(2). Retrieved May, 12, 2009 from: http://redie.uabc.mx/vol10no2/contents-hernandezcastaneda.html
Karagiannopoulou, E. & Christodoulides, P. (2005). The impact of Greek university students’ perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research, 14(6), 329-350.
Krueger, R. A. & Casey, M. A. (2000). Focus groups. Thousand Oaks, California: Sage Publications.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, California: Sage.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, California: Sage Publications, Inc.
Lizzio, A., Wilson, K. & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52.
Marton, F. & Saljo, R. (1997). Approaches to learning. In F. Martin, D. J. Hounsell, and N. J. Entwistle (Eds.). The experience of learning, 39-58. Edinburgh: Scottish Academic Press.
Miles, M. B. & Hubberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, California: Sage Publications.
Morgan, D. L. (1988). Focus groups as qualitative research. London: Sage.
Secretaría de Educación Pública. Programa de Mejoramiento del Profesorado (2008). PROMEP en cifras. Retrieved from http://promep.sep.gob.mx/estadisticas/Estadisticas%20PROMEP%20corte%2031%20diciembre%202009_archivos/frame.htm
Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8(4), 411-27.
Ramsden P. (1987). Improving teaching and learning in higher education: the case for a relational perspective. Studies in Higher Education, 12(3), 275-286.
Ramsden, P. (1997). The context of learning in academic departments. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.). The experience of learning. Edinburgh: Scottish Academic Press.
Trigwell, K. & Prosser, M. (1991). Improving the Quality of Student Learning: the influence of learning context and student approaches to learning on learning outcomes. In Entwistle, N. (Ed). Higher Education 22, 251-266.
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2010-11-01
