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https://hdl.handle.net/10495/16842
Título : | Critical Appropriation of Basic Learning Rights at a Public High School in Medellin : Challenges and Possibilities |
Autor : | Henríquez Serna, Olga Selene |
metadata.dc.contributor.advisor: | Usma Wilches, Jaime Alonso |
metadata.dc.subject.*: | English teachers Language policy Public education Secondary schools Enseñanza pública Escuela secundaria Política lingüística http://id.loc.gov/authorities/subjects/sh88001224 http://vocabularies.unesco.org/thesaurus/concept8694 http://vocabularies.unesco.org/thesaurus/concept9414 http://vocabularies.unesco.org/thesaurus/concept307 |
Fecha de publicación : | 2020 |
Resumen : | ABSTRACT: Public high school English teachers must face challenges regarding teaching a foreign language every day. Besides, teachers deal with challenges trying to appropriate policies strategies like Basic Learning Rights (BLRs) that could be even more difficult since, The Ministry of National Education (MNE), and institution administrators conduct different agendas, which could generate significant adjustments respecting teachers’ original project plan and therefore, its implementation. This thesis will describe several aspects that a group of public high school teachers confronted in order to attempt to appropriate Basic Learning Rights in public high school they work during a period of six months. Through interviews, diaries, and an interactive technique session, participants brought out factors such as time, continuity, and untimely teachers relocations among others, which caused teachers to reflect not only on how to accomplish a specific goal like appropriating basic learning rights but also; on how to overcome all the constraints public high school teachers must deal with every year. |
Aparece en las colecciones: | Maestrías de la Escuela de Idiomas |
Ficheros en este ítem:
Fichero | Descripción | Tamaño | Formato | |
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HenriquezOlga_2020_CriticalLearningSchool.pdf | Tesis de maestría | 1.55 MB | Adobe PDF | Visualizar/Abrir |
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