Katharina Maria Glas | Pontificia Universidad Catolica de Valparaiso (original) (raw)
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Papers by Katharina Maria Glas
Becoming and Being a TESOL Teacher Educator, 2021
Purpose: The provision of inclusive learning materials has been a longstanding issue in FL educat... more Purpose: The provision of inclusive learning materials has been a longstanding issue in FL education. During the 2020 pandemic, school closures have posed additional challenges to educators seeking to engage learners and provide egalitarian access to learning opportunities. Approach: This case study documents a collaborative materials design process when the COVID-19 pandemic forced Chilean schools into remote lessons for a whole school year. The collaboration was based on a small professional learning network consisting of two pre-service teachers and two teacher educators. Two questions were posed: What learning and circumstantial needs had to be considered for materials design and for the process of making the materials accessible to a diverse group of Year-9 EFL learners? What were the benefits and challenges for this networked learning system when searching for solutions? Findings: The combination of different access modes to materials, including paper-based worksheets and soci...
Ecozon@: European Journal of Literature, Culture and Environment
This paper aims at presenting a critical approach to teaching ecological, postcolonial and e... more This paper aims at presenting a critical approach to teaching ecological, postcolonial and ethnic minority topics in the (foreign language) classroom, describing the need to interrelate these three issues in both research and teaching. It illustrates how Western utilitarian perspectives on both humans and nature must be counterbalanced with alternative stances, such as those provided by indigenous views of reciprocity. With regard to teaching scenarios, it suggests the use of multi-text selections in line with the principle of presenting multiple perspectives on global issues. It suggests that two seemingly contradictory teaching/learning objectives can be combined: bolstering up students’ empathetic skills in understanding ecological and interculturally relevant issues on the one hand and becoming critically aware of textual strategies employed to manipulate readers. We use the hitherto less frequently observed example of the demands of the Chilean indigenous minority of the M...
Teaching and Teacher Education, 2019
Highlights -Novice teachers describe motivation-controlling school cultures as detrimental for le... more Highlights
-Novice teachers describe motivation-controlling school cultures as detrimental for learning.
- Pressure to use motivation-controlling strategies comes from established school routines, teaching staff and learners.
- Novice teachers in controlling school cultures benefit from Self-Determination Theory (SDT) as a reflective tool.
- Novice teachers' participation in research contributes to a deeper understanding of contextual complexities.
- A step-for-step approach towards more autonomy support is proposed.
Revista Educacion Y Pedagogia, Aug 11, 2011
English Teaching Practice and Critique, Dec 1, 2013
Chilean youth are currently demanding access to better-quality education for all: greater democra... more Chilean youth are currently demanding access to better-quality education for all: greater democracy and curricula that respect the country's indigenous cultural roots form part of their petitions. This article puts forward a twofold pedagogical proposal for English Language Teaching intended to foster intrinsic motivation and democratic empowerment through a combination of meaningful cultural content taken from the New English cultures and autonomous learning, including technology-supported student participation and self-reflection. Rather than alienating learners by presenting "traditional" English-speaking cultural content, emphasis is placed on cultural expressions originating from indigenous and postcolonial contexts, many of which parallel the Latin American experience. A case study based on a first-year course of an Initial English Teacher Education program at a Chilean university shows that learners participate actively, make immediate connections to their own country's reality and arrive at powerful conclusions for their own future as teachers.
Research Papers in Education, 2016
This qualitative study explores teachers’ perspectives on learner motivation for English in Chile... more This qualitative study explores teachers’ perspectives on learner motivation for
English in Chilean secondary schools. Drawing both on motivation theories and
on concepts related to teacher cognition, autonomy and agency, the analysis of
19 semi-structured interviews with Chilean English teachers sheds light on the
difficulties that many teachers have in motivating their students so that they
engage in classroom activities and learning. Findings show that teachers with a
developed sense of agency report higher levels of learner motivation. Salient
features of their accounts are classroom practices that grant students immediate
positive experiences while learning English, rather than referring to future benefits.
Other features are autonomous learning tasks, and a context-appropriate,
empowering selection of cultural contents. The discussion suggests that teachers
need to develop a sound sense of agency to identify ‘spaces to manoeuvre’
between external constraints, such as curricular policies or lack of parental support,
and possible internal constraints, such as paralysing beliefs about their own
competence or a limited cultural repertoire to draw on in order to make English
lessons motivating and meaningful for their students. For improved learner
motivation and meaningful learning, research needs to support teachers’
autonomy in times of increasing curricular regulation and standardisation of
knowledge.
Becoming and Being a TESOL Teacher Educator, 2021
Purpose: The provision of inclusive learning materials has been a longstanding issue in FL educat... more Purpose: The provision of inclusive learning materials has been a longstanding issue in FL education. During the 2020 pandemic, school closures have posed additional challenges to educators seeking to engage learners and provide egalitarian access to learning opportunities. Approach: This case study documents a collaborative materials design process when the COVID-19 pandemic forced Chilean schools into remote lessons for a whole school year. The collaboration was based on a small professional learning network consisting of two pre-service teachers and two teacher educators. Two questions were posed: What learning and circumstantial needs had to be considered for materials design and for the process of making the materials accessible to a diverse group of Year-9 EFL learners? What were the benefits and challenges for this networked learning system when searching for solutions? Findings: The combination of different access modes to materials, including paper-based worksheets and soci...
Ecozon@: European Journal of Literature, Culture and Environment
This paper aims at presenting a critical approach to teaching ecological, postcolonial and e... more This paper aims at presenting a critical approach to teaching ecological, postcolonial and ethnic minority topics in the (foreign language) classroom, describing the need to interrelate these three issues in both research and teaching. It illustrates how Western utilitarian perspectives on both humans and nature must be counterbalanced with alternative stances, such as those provided by indigenous views of reciprocity. With regard to teaching scenarios, it suggests the use of multi-text selections in line with the principle of presenting multiple perspectives on global issues. It suggests that two seemingly contradictory teaching/learning objectives can be combined: bolstering up students’ empathetic skills in understanding ecological and interculturally relevant issues on the one hand and becoming critically aware of textual strategies employed to manipulate readers. We use the hitherto less frequently observed example of the demands of the Chilean indigenous minority of the M...
Teaching and Teacher Education, 2019
Highlights -Novice teachers describe motivation-controlling school cultures as detrimental for le... more Highlights
-Novice teachers describe motivation-controlling school cultures as detrimental for learning.
- Pressure to use motivation-controlling strategies comes from established school routines, teaching staff and learners.
- Novice teachers in controlling school cultures benefit from Self-Determination Theory (SDT) as a reflective tool.
- Novice teachers' participation in research contributes to a deeper understanding of contextual complexities.
- A step-for-step approach towards more autonomy support is proposed.
Revista Educacion Y Pedagogia, Aug 11, 2011
English Teaching Practice and Critique, Dec 1, 2013
Chilean youth are currently demanding access to better-quality education for all: greater democra... more Chilean youth are currently demanding access to better-quality education for all: greater democracy and curricula that respect the country's indigenous cultural roots form part of their petitions. This article puts forward a twofold pedagogical proposal for English Language Teaching intended to foster intrinsic motivation and democratic empowerment through a combination of meaningful cultural content taken from the New English cultures and autonomous learning, including technology-supported student participation and self-reflection. Rather than alienating learners by presenting "traditional" English-speaking cultural content, emphasis is placed on cultural expressions originating from indigenous and postcolonial contexts, many of which parallel the Latin American experience. A case study based on a first-year course of an Initial English Teacher Education program at a Chilean university shows that learners participate actively, make immediate connections to their own country's reality and arrive at powerful conclusions for their own future as teachers.
Research Papers in Education, 2016
This qualitative study explores teachers’ perspectives on learner motivation for English in Chile... more This qualitative study explores teachers’ perspectives on learner motivation for
English in Chilean secondary schools. Drawing both on motivation theories and
on concepts related to teacher cognition, autonomy and agency, the analysis of
19 semi-structured interviews with Chilean English teachers sheds light on the
difficulties that many teachers have in motivating their students so that they
engage in classroom activities and learning. Findings show that teachers with a
developed sense of agency report higher levels of learner motivation. Salient
features of their accounts are classroom practices that grant students immediate
positive experiences while learning English, rather than referring to future benefits.
Other features are autonomous learning tasks, and a context-appropriate,
empowering selection of cultural contents. The discussion suggests that teachers
need to develop a sound sense of agency to identify ‘spaces to manoeuvre’
between external constraints, such as curricular policies or lack of parental support,
and possible internal constraints, such as paralysing beliefs about their own
competence or a limited cultural repertoire to draw on in order to make English
lessons motivating and meaningful for their students. For improved learner
motivation and meaningful learning, research needs to support teachers’
autonomy in times of increasing curricular regulation and standardisation of
knowledge.