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Future Teachers Discuss Their Readiness to Teach EFL in Ecuador: A Qualitative Approach

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Title: Future Teachers Discuss Their Readiness to Teach EFL in Ecuador: A Qualitative Approach
Language: English
Authors: Ximena D. Burgin (ORCID 0000-0002-3494-569X)
Source: GIST Education and Learning Research Journal. 2023 (26):103-122.
Availability: Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Language Teachers, Foreign Countries, Self Efficacy, Theory Practice Relationship, Teacher Education, Barriers, Career Readiness, Teacher Attitudes
Geographic Terms: Ecuador
ISSN: 1692-5777
2248-8391
Abstract: This work examines Ecuadorian teacher trainees' self-reported pedagogy. Data gathered in focus groups documents participant' pedagogy, what they stated they learned about teaching in diverse contexts, and the challenges they anticipate as they prepare to begin careers as English language teachers. A constant comparison method was used to determine and cross-reference emergent themes in the data. Findings suggest a disconnect between the objectives of trainees' program of study and what the future teachers stated they need to know to be ready to implement in their practice.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1414570
Database: ERIC
FullText Text:
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  Data: Future Teachers Discuss Their Readiness to Teach EFL in Ecuador: A Qualitative Approach
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  Data: Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
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  Data: This work examines Ecuadorian teacher trainees' self-reported pedagogy. Data gathered in focus groups documents participant' pedagogy, what they stated they learned about teaching in diverse contexts, and the challenges they anticipate as they prepare to begin careers as English language teachers. A constant comparison method was used to determine and cross-reference emergent themes in the data. Findings suggest a disconnect between the objectives of trainees' program of study and what the future teachers stated they need to know to be ready to implement in their practice.
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        StartPage: 103
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        Type: general
      – SubjectFull: Language Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Ecuador
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