Curriculum Renewal Research Papers - Academia.edu (original) (raw)
Successful learners always apply learning strategies. However, despite ample research and textbooks on this topic, learners and teacher trainees are not explicitly taught the strategic content. Thus, realising the importance of learner... more
Successful learners always apply learning strategies. However, despite ample research and textbooks on this topic, learners and teacher trainees are not explicitly taught the strategic content. Thus, realising the importance of learner strategy training, “English Learning Strategies” had been introduced as one compulsory subject in the Bachelor of English education program of an advanced college in Indonesia. The research was joined by two lecturers and two classes with a total number of 40 students, focusing on the subject teaching implementation and the students’ reflective questions covering problems and strategies in learning English at school (year 7 to 12), and the strategies learnt from the subject that would be useful for learning in the future. The research applied a reflective method involving lecturers and students. The data were collected through the lecturers’ documentation and reflection, as well as the students’ end-of-semester reflective exam results. The data analysis was qualitative, that is by sorting out, categorising and interpreting the lecturers’ reflection and the students’ answers. The findings show that the majority of the students neither applied any strategy nor did they take any step to cope with their low achievement in the subject during their schooling. This is despite their reportedly high motivation and dream to succeed. The other finding is that more than half of the students were able to explain the strategies they had learnt from the subject that would be useful for them to overcome their expected difficulties.
El presente artículo de reflexión es fruto de la investigación: La Universidad del Futuro en Colombia, donde se planteó entre otros objetivos realizar un análisis de prospectiva sobre el futuro de la Universidad colombiana en un escenario... more
El presente artículo de reflexión es fruto de la investigación: La Universidad del Futuro en Colombia, donde se planteó entre otros objetivos realizar un análisis de prospectiva sobre el futuro de la Universidad colombiana en un escenario de diez años, en el marco de tres cuestionamientos esenciales: ¿qué enseñar?, ¿cómo enseñar?, y ¿cuándo enseñar? Desde un enfoque cualitativo, se aplicaron encuestas y entrevistas a docentes y estudiantes de diez universidades públicas y privadas colombianas, en cinco ciudades: Bogotá, Cali, Medellín, Cartagena y Manizales. Como resultado del análisis de dos de las preguntas de la encuesta: 1. ¿En qué áreas deberá enfocarse la Universidad del futuro en Colombia para formar profesionales?, y 2. ¿en cuáles competencias personales deberá formar principalmente la Universidad del futuro? Se argumenta sobre la necesidad de implementar una formación en inteligencia emocional, así mismo, de crear una Universidad más incluyente que abra sus espacios a la variedad de agentes que saldrán de la esfera del conflicto para incorporarse a la sociedad civil y de la apertura hacia la tolerancia que tendrá que llevar a cabo. En tal sentido, se sugiere la incorporación de la inteligencia intrapersonal, emocional y espiritual como una posibilidad de desarrollo de las dimensiones trascendentes de sus estudiantes, sin importar su filiación religiosa
Report on a project to implement more communicative language teaching in schools through changing the state required oral exam into a communicative oral test, using the scenario (role play) described by di Pietro (1987).
This paper presents one Colombian university English as a foreign language program's in-house teacher development program for curriculum renewal. This program is an innovative attempt to prepare teachers for implementing a new curriculum... more
This paper presents one Colombian university English as a foreign language program's in-house teacher development program for curriculum renewal. This program is an innovative attempt to prepare teachers for implementing a new curriculum and, simultaneously, engages them in professional development activities. The program is a response to the lack of existing teacher and professional development models that fit certain specific contextual needs, including preparation for implementing new curriculum as well as emphases in the updating of particular teaching practices. In addition to presenting the program, the article also describes the integration of key aspects of various existing models of teacher and professional development into one program that meets contextual needs while encouraging positive change among faculty and students.