understanding efl preservice teachers´role

Universidad de La Salle Universidad de La Salle

Ciencia Unisalle Ciencia Unisalle

Licenciatura en Español y Lenguas Extranjeras Facultad de Ciencias de la Educación

1-1-2012

Understanding efl preservice teachers´role Understanding efl preservice teachers´role

Ana Bocanegra Universidad de La Salle, Bogotá

Paula Bolivar Universidad de La Salle, Bogotá

Carolina Bonilla Universidad de La Salle, Bogotá

Jennifer Carreño Universidad de La Salle, Bogotá

Patricia Cruz Universidad de La Salle, Bogotá

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Citación recomendada Citación recomendada Bocanegra, A., Bolivar, P., Bonilla, C., Carreño, J., Cruz, P., González, V., Hernández, M., Londoño, A., Nomelín, Z., Rojas, C., & Sáenz, S. (2012). Understanding efl preservice teachers´role. Retrieved from https://ciencia.lasalle.edu.co/lic_lenguas/829

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Autor Autor Ana Bocanegra, Paula Bolivar, Carolina Bonilla, Jennifer Carreño, Patricia Cruz, Vivian González, Milton Hernández, Alicia Londoño, Zoraya Nomelín, Carolina Rojas, and Sebastian Sáenz

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Running head: UNDERSTANDING EFL PRESERVICE TEACHERS’ ROLE

Understanding EFL Preservice Teachers’ Role through Team Teaching and Reflection

Ana Bocanegra

Paula Bolívar

Carolina Bonilla

Jennifer Carreño

Patricia Cruz

Vivian González

Milton Hernández

Alicia Londoño

Zoraya Nomelín

Carolina Rojas

Sebastián Sáenz

Universidad de la Salle

Facultad de Ciencias de la Educación

Licenciatura en Lengua Castellana, Inglés y Francés

Bogotá

2012

UNDERSTANDING EFL PRESERVICE TEACHERS’ ROLE

Understanding EFL Preservice Teachers’ Role through Team Teaching and Reflection

Ana Bocanegra

Paula Bolívar

Carolina Bonilla

Jennifer Carreño

Patricia Cruz

Vivian González

Milton Hernández

Alicia Londoño

Zoraya Nomelín

Carolina Rojas

Sebastián Sáenz

Trabajo de grado como requisito para optar al título de Licenciado en

Lengua Castellana, Inglés y Francés.

Director

SANDRA XIMENA BONILLA MEDINA

UNIVERSIDAD DE LA SALLE

FACULTAD DE CIENCIAS DE LA EDUCACIÓN

LICENCIATURA EN LENGUA

CASTELLANA, INGLÉS Y FRANCÉS

BOGOTÁ

2012


UNIVERSIDAD DE LA SALLE

RECTOR:

HNO. CARLOS GABRIEL GÓMEZ RESTREPO

VICERRECTOR ACADÉMIDO:

HNO. FABIO HUMBERTO CORONADO PADILLA

DECANO FACULTAD DE CIENCIAS DE LA EDUCACIÓN:

HNO. ALBERTO PRADA SANMIGUEL

DIRECTOR:

DIÓGENES FAJARDO VALENZUELA

LÌNEA DE INVESTIGACIÓN:

DIDÁCTICA PEDAGOGÍA Y FORMACIÓN DOCENTE

DIRECTOR DEL PROYECTO:

SANDRA XIMENA BONILLA MEDINA


Nota de aceptación:

___________________________________________

___________________________________________

___________________________________________

___________________________________________

__________________________________________

Presidente del Jurado

__________________________________________

Jurado

__________________________________________

Jurado

Bogotá, 24 de Mayo de 2012


Acknowledgements

With acknowledge to Ximena Bonilla, who was our thesis director. In appreciation

to her dedicated support, advice and comments that helped us develop and finish this

research project. In recognition of La Salle University for the opportunity provided to

accomplish and carry out this thesis. Last but not least, a special thanks to our families

since they were our support, allowing us to be persistent and dedicated in order to

successfully complete this research project.

.


Table of contents

Introduction ........................................................................................................................... 1

Statement of the Problem ...................................................................................................... 3

Rationale ................................................................................................................................ 5

Research Question ................................................................................................................. 7

Sub question ................................................................................................................... 7

Research Objectives .............................................................................................................. 8

General Objective ........................................................................................................... 8

Specific Objectives ......................................................................................................... 8

Theoretical Framework ......................................................................................................... 9

Literature Review ........................................................................................................... 9

Teacher development. ................................................................................................ 10

Reflective teaching.. ................................................................................................... 15

Team Teaching ........................................................................................................... 19

Research Design .................................................................................................................. 24

Identify an area of focus ............................................................................................... 26

Collecting Data ............................................................................................................. 26

Instruments. ................................................................................................................ 26

Journals and peer observations. . .............................................................................. 26

Surveys.. ..................................................................................................................... 28

Conferences... ............................................................................................................. 28

Workshops. ................................................................................................................ 29

First problem found: ........................................................................................... 31

Identify the main problem inside the classroom. ................................................ 31

Development of workshop in preservice teachers’ classes and applying in the


sessions. ............................................................................................................. 31

Collecting data.. .................................................................................................. 34

Analyzing and interpreting data. ......................................................................... 34

Second problem found: Pacing. .......................................................................... 34

Identify the main problem inside the classroom. ................................................ 34


sessions. .............................................................................................................. 35

Collecting data. ................................................................................................... 37


Third problem found: Interaction. .............................................................................. 37

Identify the main problem inside the classroom ................................................. 37


sessions. .............................................................................................................. 38

Collecting data. ................................................................................................... 39


Fourth problem found: Students’ attitude. ................................................................. 40

Identify the problem inside the classroom. ......................................................... 40


sessions. .............................................................................................................. 40

Collect data.. ....................................................................................................... 44

Analyze and interpret data. ................................................................................. 44

Analyzing Data .................................................................................................................... 46

Interpreting Data .................................................................................................................. 53

Micro Categories .......................................................................................................... 53

First team.................................................................................................................... 53

Understanding the pacing process facilitates communicative activities which promote

the interaction among students and teachers. ............................................................. 53


Understanding the factors that affect students’ attitudes toward the class, teachers

produce a positive process in students learning ......................................................... 55

Second team. .............................................................................................................. 57

Classroom management for enhancing students’ motivation in learning and

preservice teachers’ growth in teaching. .................................................................... 57

Teachers’ reflections enhance expertise in the classroom ......................................... 59

Third team. ................................................................................................................. 62

Teachers get a better understanding of learning process if they modify or change

any strategy. ............................................................................................................... 62

The material and environment chosen in class proposed by teachers are part of

teacher´s skills when they understand what the class aims, needs, are and results

expected. .................................................................................................................... 63

The manner teachers let students know their mistakes could be an important

beginning or a breaking up in the teaching process. .................................................. 64

Fourth team. ............................................................................................................... 67

Simple and contextualized resources in class become meaningful and practical for

teachers....................................................................................................................... 67

Due to interactional activities a confidence bridge is built up that facilities

communication ........................................................................................................... 68

Fifth team. .................................................................................................................. 70

Team teaching for developing a lesson and understanding the teaching dimensions.70

Macrocategory .............................................................................................................. 75

Cooperative teaching strategies with teachers' critical reflections as peer observation,

self and peer - reflection, helped preservice teachers to understand their performance

.................................................................................................................................... 75

Subcategories................................................................................................................ 77

Peer observation as strategy to modify and enrich communicative activities that help

us to develop an interactive environment. ................................................................. 77

Developing critical thinking and self reflection to achieve expertise in the classroom.

.................................................................................................................................... 80


Conclusions ......................................................................................................................... 83

Pedagogical Implications..................................................................................................... 85

Research Limitations .................................................................................................... 85

Aspects for Further Research ....................................................................................... 86

References ........................................................................................................................... 87

Appendices .......................................................................................................................... 87


List of Appendices

Appendices .......................................................................................................................... 93

Appendix A. Journal Example.............................................................................................. 93

Appendix B. Observation Example. ..................................................................................... 96

Appendix C. Survey Form. ................................................................................................. 98

Appendix D. Survey Applied ............................................................................................. 102

Appendix E. Conference .................................................................................................... 104

Appendix F. Data Analysis Example. ................................................................................ 110

Appendix G. Triangulation Example. ................................................................................ 115

Appendix H. Triangulation Second phase example. .......................................................... 116

List of Figures and Charts

Figures

Figure 1. Question No. 8, (Researcher 6. Survey march, 2012). ........................................ 55

Figure.2. Question No 10 (Researcher 10. Survey, March, 2012) ...................................... 69

Figure 3. Question No. 3 (Researcher 9. Survey march, 2012) ......................................... 79

Figure 4. Question No. 5 (Researcher 4, Survey March 2012). .......................................... 82

Figure 5. Survey applied on June, 2011. ........................................................................... 102

Figure 6. Question No. 1 (Researcher 10, Survey March 2012). ...................................... 110




Figure 10. Question No. 5 (Researcher 10, Survey March 2012). ................................... 115


Charts

Chart N°1. Relationship among the research question, the sub question

and micro categories. ........................................................................................................... 48

Chart N° 2. Relationship among the research question, the grouping and triangulation

results of micro categories, the macrocategory and subcategories.....................................50

Chart N°3. Color coding conventions……………………………………...………….......97

Chart N°4. Tabulation question No. 1 (Researcher 10. Survey, March, 2012)…….…....110

Chart N°5. Tabulation question No. 2 (Researcher 10. Survey, March, 2012) ….…..….111

Chart N°6. Tabulation question No. 3 (Researcher 10. Survey, March, 2012)………… 112

Chart N°7. Tabulation question No. 4 (Researcher 10. Survey, March, 2012) ………...113

Chart N°8. Tabulation question No. 5 (Researcher 10. Survey, March, 2012)…...…….114

Chart N°9. Triangulation chart, first phase………………………..…………………….115

Chart N°10. Triangulation chart, second phase…………………….……………...…....116


Abstract

This macro-project involved the teams’ teaching strategies that reflect, identify and analyze

different situations that we as pre-service teachers are faced during our practicum in order

to understand our development as teachers. To carry out this purpose, microcycles were

developed in our research project, data was collected through four instruments; journals,

observations, conferences and surveys. With this information, aspects like pacing,

communicative activities, students’ attitude and interactions were analyzed. Then, with

each problem identified, extensive research was performed in order to develop workshops

that were tested in a classroom environment. Once we implemented them, we realized

that team teaching and reflective teaching strategies were enriched our teacher

development, the results of this analysis could be seen in the interpretation of the data in

which micro, sub and macro categories emerged for understanding EFL pre-service

teachers’ role.

Keywords: reflective teaching, team teaching, teacher development and preservice

teachers

UNDERSTANDING EFL PRESERVICE TEACHERS’ ROLE 1

Introduction

There have been different investigations related to this research project. In 2007,

Taghilou’s study of reflective teaching results showed that “reflective pedagogy

contributed significantly to the learning/teaching effectiveness. These results demonstrate

for the first time the potential contribution of reflection and reflective teaching to the ease

and effectiveness of learning on the part of the Iranian EFL students” (p. 89). Another

research which was developed in different countries by Pollard et al. (2008) showed

similarities with our research project because they considered teaching to be a complex and

demanding skill in which teachers have to reflect before deciding how to act. Also, the

existent dependence between the teacher development and the students’ learning process

require high quality teacher performance. In connection with these studies, it was evident

that the innovation of our macro project was the combined use of team teaching and

reflective teaching strategies while taking into account the different points of views of our

peers which broadened the vision in the teaching development. Therefore, it is important

to mention that the purpose of this research project is to contribute to the pedagogical

knowledge building structure, attempt to determine the components of teaching

development that preservice teachers build up through team strategies and reflective

teaching and find possible solutions that support the teaching process for preservice

teachers while at the same time enhancing the learning process of the students at the

Alianza Social Educativa ASE.

According to the teaching practice that we as La Salle University students

developed at the ASE foundation, there were deficiencies that exposed our mistakes as

student teachers. For instance, due to the lack of experience in execution of a lesson plan,


class structure and time constraints, difficulties were faced when designing activities, thus

affecting our teaching development and students’ learning. For this reason, as researchers,

we believed important to inquire the components of teaching development, implementing

team-work and reflective teaching as strategies to improve our teaching practice to offer

students a better learning environment.

To attempt to achieve this proposal we have chosen the action research

methodology which is focused on a collaborative research activity between teachers and

students. Also, we decided to use the quantitative approach for collecting specific

information and the qualitative approach for collecting open and more detailed

information. In this sense, we followed the next steps of the proposal: First we initiated

with a macrocycle, in which we developed themes such as communicative activities,

pacing, interaction, and students’ attitude. These themes were microproblems identified

during the development of our classes. Then, each microcycle was developed with a

workshop, in order to understand theoretical concepts that were implemented in our

classes. Afterwards the process of each microcycle was stopped to analyze the result of its

implementation. Results were discussed and assessed from the macrocycle perspective in

order to understand the dynamics of teacher development, team teaching and reflective

teaching as preservice teachers. As a result of the application of the microcycles; micro,

sub and macrocategories emerged which helped preservice teachers to understand and

improve our development inside the classrooms.


Statement of the Problem

Due to the lack of knowledge and experience, preservice teachers have to confront

different difficult situations which have as a result, the necessity to use alternate problem

solving skills in order to figure out strategies for understanding in a better way what is a

proper teacher development according to the teachers’ context. This became an important

factor when developing this research in order to get a better understanding about our

teaching development.

In our preservice teaching at ASE, we had to face different difficult situations

because it was the first time which we confronted real situations in a real educative context

and in a real classroom, so we could identify the lack of confidence and experience as a

principal weakness in our professional performance because most of us have never had

experience as teachers before. Many difficulties that needed to be solved were identified

because they were affecting the learning- teaching process. These difficulties were: lack of

motivation on behalf of the students, time management, correct use and development of

lesson plans, taking into account the students’ context and English proficiency. For this

reason all preservice teachers practice must be improved and it was decided that the use of

team teaching strategies, which enabled marked improvement in the teaching practice and

of course aided the recognition of the benefits obtained from the practicum in ASE.

Additionally, the impact of our professional development in the social sphere was

determined.

Taking into account the above, it is important to mention that in the first experience

as preservice teachers, we had to face problems within the classroom such as misbehavior,

lack of motivation from students as well as poor team-teaching work amongst teachers. For


instance, in some settings one of the preservice teachers was more diligent while than the

other. Another case demonstrated both preservice teachers fully participating in the same

class, but one of them did not pay attention to mistakes or shortcomings that the other

made. Therefore, team-teaching strategy is a tool that when used properly enables teachers

to provide meaningful assistance for both, preservice teachers and the students. When

proper team teaching collaboration and cooperation is placed in effect, more effective

lesson plans and activities are performed in the teaching environment.

It is important to mention that during process in identifying problems inside the

classroom, we developed a microcycle series which integrated the identification of a

problem, collection of data, and the practical application of a theoretical framework in

order to analyze, reflect and interpret data.

The purpose of this project was to use the reflective teaching and team teaching

strategies in order to understand our teacher development, which in turn helped us to

improve our lesson plans, activities, time management, student management and boost

confidence. On the other hand, critical thinking became a method in which mistakes were

recognized, this being a critical aspect because solutions were proposed in accordance with

the students’ context. Our project aims to prepare us for real world educational, providing

us with useful tools to understand our teaching work which will benefit the community of

ASE and in the future the educational community in which we work.

We considered that our main problem was understanding how reflective teaching

based on team-teaching strategies can inform about teacher development practices at ASE

foundation because as Gaytan (2010) stated, team teaching based on critical thinking

produces the development of dynamic and interactive learning.


Rationale

The project is based on the importance as researchers; we give to reflective teaching

and team teaching as learning strategies for pre-service teachers, also pre-service teachers

at ASE had never carried out a study relate to practicum impact. The purpose of this

project is to understand pre-service teaching process by using the principles of team

teaching that help to become more critically reflective teachers to enrich our teacher role.

For instance, a research which was developed in different countries by Pollard et al. (2008)

showed similarities with our research project because they considered teaching to be a

complex and demanding skill in which teachers have to reflect before deciding how to act.

Thus, Team teaching and reflective teaching bring important elements to the class

in order to reflect on aspects that we do not see, but our partners do. With these strategies,

we have two different views and a complete reflection, in order to develop strategies that

will be useful in the classroom and will help us to understand what and how we are doing

in the class.

At the same time the benefits of developing this project are: to impact ourselves, as

well as to impact the students, the society and the educative field. First, we must confront

our own weaknesses in a real context, in which problems need immediate solutions and we

will test our strategy of team teaching and reflective teaching in order to understand our

development as teachers. Besides, we will learn to act quickly and effectively to any case

that may arise in the classroom. Second, our students will be the beneficiaries of our

project because if we as teachers improve our abilities to teach and become more aware of

the students’ needs, we can design and apply meaningful and useful activities for them in

order to enhance the motivation to the study and students learn in a meaningful way.


Third, our project will benefit the country and our society in general, because if teachers

are able to identify problems in society and incorporate those situations inside the

classroom, the students will be more aware and generate a more positive and reflective

attitude in the students towards society. Finally, in the educative field, our project wants to

integrate two important strategies as team teaching and reflective teaching which allow the

measure of the impact on education, so if the strategies are useful, those can be

implemented in other institutions. This project can serve as reference for teachers who

want to know more about reflective teaching or employ aspects of reflective teaching in

their practice.

We want to lay out the concept of team teaching, in order to try and solve some

specific problems in our classroom that we realized affect the quality of teaching. We

want to develop team teaching strategies in order to solve the lack of experience during the

same time that activities are designed that are applied in the classroom. We have seen that

these situations affect the development of the class and we need to understand all

preservice teaching practices.


Research Question

How can reflective teaching based on team teaching strategies inform about preservice

teachers’ development practice at ASE?

Sub question

Which aspects of teaching development do EFL preservice teachers focus their

attention on when trying to improve their practice through team teaching strategies?


Research Objectives

General Objective

Understand the development of EFL preservice teachers through reflective teaching

based on team teaching.

Specific Objectives

Recognize the way team teaching strategies affect EFL preservice teachers’

development.

Identify the problems that emerge in the EFL classroom context which made part of

the preservice teachers’ concerns.


Theoretical Framework

Literature Review

This project is focused on determining the component of teaching development on

preservice teachers built up through team teaching strategies and reflective teaching.

Consequently, this literature review develops the concepts and principal characteristics of

team teaching, reflective teaching and teacher development from the preservice teachers’

perspective.

Having this in mind, we were under the perception that being preservice teachers is

a time when undergraduate students are facing their teaching practice, our teaching

practicum was a bridge for understanding preservice teacher development because we were

directly responsible for putting into practice our personal construction of what being a

teacher is, the knowledge preservice teachers acquired through university education and

the implications in the classroom. For this reason, in this project, as researchers, we used

team teaching strategies as peer observation in order to rebuild conceptions of teaching and

to be aware about the different aspects that could affect classes, while keeping in mind that

every day is an opportunity for learning.

Another element to have in consideration for our teacher performance was that the

purpose of being preservice teachers is basically to become critical thinkers about our own

practices while exploring individual styles, being an active participant in the classroom in

which students teachers can make decisions over the procedures concerning our practices.

Based on our experience students teachers found the practicum to be great

opportunity to see if their methodological principles were working out in the real life, the

appropriate didactic resource as well as build up teacher development.


Teacher development. The first component in our research of teacher development

implies that teachers search for new teaching ideas with the goal to do more active classes,

gain knowledge in subjects, raise awareness about the process of teaching, develop atti-

tudes and relationships with students and utilize all the possible resources and different

equipments to improve his or her teaching skills. According to Taylor and Head (1997),

“Teacher development is the process of becoming the best teacher you can be” (p. 1). This

is a process that allows teachers to have the possibility of gaining confidence in their teach-

ing and develop the understanding of their teaching ability in order to become better teach-

ers.

Besides, it is important to recognize that the process of teacher development is a

lifelong journey of learning rather than a final destination (McRobbie, 2000). Teacher

development implies being aware of the responsibility of being better every day and

searching new methods and strategies that help to increase teachers performance. Human

beings never finish learning, therefore it is the teachers’ quest to improve and broaden their

knowledge.

Also, Taylor and Head (1997) stated, “Teacher development is a continuous process

of transforming human potential into human performance, a process that is never finished”

(p.1). Through these concepts teachers are acknowledging that it is possible to change the

way they teach and maybe the preconceptions that they have about teaching and learning.

When a teacher is aware of his teaching process, he can use all of his abilities to transform

his performance as a teacher and it will help him improve students’ learning. The teacher

can modify or reaffirm his preconceptions only when the teacher is involved in the

teaching development process.


In connection with the above mentioned, it is important to say that the educative

system is moving toward new ways to envision the school environment and there are many

expectations about teachers’ roles, for these reason teachers must be prepared in very

sophisticated ways (Mc Robbie, 2000). It means that the educational system involves

changes and face modernization, so the teacher must be prepared in order to offer new

concepts related with the new world order so that students vision is expanded.

Following the same idea, Taylor and Head (1997) affirmed that, teacher

development starts with the necessity of change; it is centered on personal awareness of

possibilities for changes and of what influences the changing process. When the teacher

identifies that in his class students need to improve their speaking skills because during the

classes they have difficulties communicating simple ideas and, at the same time, this

situation affects the teaching process. It is in that moment when teacher makes the

decision to change his teaching strategies and search for better and new resources to use in

class. In this case, it could be useful to implement communicative activities.

In addition, Taylor and Head (1997) indicated that, teacher development starts with

the necessity of change; it is centered on personal awareness of possibilities for changes

and of what influences the changing process. For instance, when the teacher identifies that

in his class students need to improve their speaking skills because during the classes they

have difficulties to communicate simple ideas and, at the same time, this situation is

affecting the teaching process. It is in that moment when teacher makes the decision to

change his teaching strategies and search for better and new resources to use in class. In

this case, it could be useful to implement communicative activities.

Additionally it is important to note that continual reflection and analysis is a natural


act of a good teacher (Horsley, 1987). Reflection allows a deep understanding regarding

teachers’ role that enhances the performance inside the classroom. Besides

implementation, designing and innovating teaching practices are exciting ways for teachers

to enhance knowledge and skills in which the students are the beneficiaries (Horsley,

1987). Teacher development allows the development of new materials, strategies and a

suitable environment in which the students can learn; however one important element in all

the processes is the innovation that teachers can contribute in their performance inside the

classroom.

According to Bell and Gillbert (1996), teacher development must be focused on

personal reflection; it is related to self-reflection on daily classroom events. In that sense,

self-personal reflection can help teachers identify possible problems or difficulties about

their teaching; reflection means to think about the different events and situations that

happened in the classroom. For instance; when teachers reflect on their classes, teacher

can realize what issues affected the classes in efforts to avoid similar situations in the

future and how to handle them. However, reflection is not only used to identify problems

or difficulties, it can be used to analyze what working in the class is, or why something was

successful and take advantage in order to organize teacher’s reflections.

On the other hand, Richards and Farrell (2005) proposed the concept of teacher

development group, as a group of teachers working together in a specific topic or teachers

of the same level with a common purpose in order to share goals, listen to different

opinions, obtain feedback, brainstorming, solve problems and socialize new knowledge,

with the use of tools such as recorded observations, videotaping classes, peer

observation, and staff review where a teacher gives detailed a description of one student


and brings examples of student’s work and the rest of the teachers discuss the problem and

then provide recommendations. For instance, when a teacher of one group has

implemented a teaching technique, that was successful for explaining a topic or solving a

problem in the classroom, that teacher shares the technique with the rest of the teachers of

the group with the goal of using this technique in their classes.

Another important point that Richards (1996) suggested about teacher development

is that teachers should ask themselves what their students’ needs are. How they can be

assessed, so the teacher can address what is needed for assessment and the purpose to be

undertaken. Thus, assessment involves seeking and interpreting information about

students’ needs so the course will address them effectively. It is relevant in the sense that

it will help teachers to develop their teaching performance. This means that teachers must

still make a decision about what to emphasize, leave out, augment, review, how to practice,

how much, with whom, and when. In order to understand, assess student’s needs, and

improve the teaching development process since the teacher can realize and reflect which

topics need to be reinforced and apply new strategies to teach these topics.

Tardif (2004) pointed out some aspects that should be implicit in the teacher

development, he emphasizes on different characteristics about experiences knowledge

which must be developed through practice and they are:

The experiential knowledge; the knowledge that should be linked through the

teachers functions, the way they mobilize, model and get routines. In other words, the

theoretical knowledge acquired should be linked with different experiences.

The practical knowledge: depends on your fitness to perform the functions,

problems and peculiar issues to work. The cognition of the teacher is, therefore,


conditioned by their activity in the service of action.

The interactive knowledge: mobilized and modeled in the field of interactions

between teachers and other educators. It is knowledge built among colleagues, for

example, team teaching helps to regulate rapid interpretation of unstable and complex

situations in the classroom.

Open Knowledge: Teachers needs permeable knowledge because they should

integrate new experiences, lessons learned along the way and know how to remodel

functions of changes in practice, and in work situations.

Finally, the social knowledge and built knowledge through the interaction factor

with various social sources of knowledge, skills, knowing how to teach, from the culture,

the school organization of the educational actors, universities, etc.

The above characteristics of experiential knowledge are an important part of teacher

development and may be acquired during periods of practical formation. We consider that

to know how to live in a school is as important as to know how to teach in the classroom,

so the profession and teacher development requires practical and experimental knowledge

as those previously showed that provide quality and achieve constant evolution for the

teacher.

Therefore, we can say that teacher development lets preservice teachers be aware of

the responsibility of becoming better every day and search new methods and strategies that

help us to increase teachers performance. Thus, depending on teachers’ experiences and

particular cases, teachers start identifying their needs and thinking about how they can take

actions for change and growth.


Reflective teaching. As a second component of our project, we have reflective

teaching which involves the teacher’s permanent training in order to apply their knowledge

appropriately within classrooms according to the context and the factors that affect the

teaching process.

In order to understand those elements, there are some authors who can demonstrate

them. For instance, Pollard et al. (2005) who did a research in the UK, about some

elements present in the relationship between teaching and learning. In a general view

about reflective teaching, the authors propose that reflective teaching is a process that

involves information about teaching, in order to evaluate and create a critical thinking of

the teaching practice. That information that we collect in the teaching learning process is

related to assumptions, beliefs and teaching practices. When teachers analyze these

components they can improve their professional development in the teaching process

On the other hand, Salandanan (2008) showed us some aspects which are very

important and necessary to put into practice. For example the teachers’ action and

decisions are the result of teaching and students’ experiences among others. In addition,

there are strategies teachers are using now, for instance journalizing, which is the best way

to reflect on the teachers own teaching style, as well as keeping a portfolio, which

functions like a journal but more personal and also self-analyses as another strategy.

Furthermore, Salandanan (2008) emphasized in the idea that experience is not yet the best

learning, reflection is. It is relevant to highlight that reflective teaching is carried out

through different strategies, which allow us as teachers have a registry of facts, events,

attitudes and everything that happens inside the classrooms as detailed as possible in order

to analyze and reflect about situations that inside the classroom are not evaluated.


However, it is necessary for teachers to recognize the methods they are using to

develop their teaching process and try to be in constant research training about realities

they face every day in the classrooms through their teaching process. All processes

involved in analyzing teaching should lead towards enhancing professional growth and

changes to increase our development as teachers.

Besides, Pollard et al. (2005) showed that reflection in practice and teachers’

training lead them to feel more security and act with more autonomy.

In this manner we have identified several meaningful aspects that reflective

teaching involves as the teacher’s role and tools to reflect on teaching and purpose in

students. When we talk about teacher’s role, we have to regard the tasks that it requires to

develop the collection of enough data to reflect upon his or her practice as a teacher.

There are many factors that influence how teachers approach their work and which

particular strategies they employ to achieve their goals. The contexts in which

teachers work have an important influence on teaching, since different teaching

settings involve teachers in different kinds of roles. For example, in some

institutions teachers are fairly autonomous and are free to make decisions

concerning to course goals, materials, teaching methods, and assessment

procedures. (Richards & Lockhart, 1996, p. 97)

According to Richards and Lockhart (1996), sometimes teachers are tied to a

scholar system that does not allow them to make decisions based on the problem identified

as a product of their reflection. Thus, teachers have reflected on their classes and the

situations faced everyday with instruments, which have been selected according to the

teachers’ necessities. However, they have not been allowed to make decisions for their


class, since there are scholar rules and parameters that prevent mediation from the teacher.

In addition, Richards and Lockhart (1996) proposed the reflective approach to

teaching in which teachers collect data about their own teaching; examine their attitudes,

beliefs, and assumptions and use the information they obtain as a basis for critical

reflection on teaching practices.

Consequently, we must take into account several factors that happen in our

classrooms when we are developing an EFL teaching class. Teachers must consider that all

of their actions during the class have consequences in students and classes and it causes

reactions in them, so these factors must be analyzed in order to increase and understand our

teaching and learning process continuously. Teachers can take advantage from these kinds

of factors and recognize potential problems and possible solutions. However, it is relevant

to develop some roles like facilitators, guides and motivators to develop tasks like

monitoring and planning within classrooms in order to reflect on problems found and facts

that can identified.

Besides those roles and actions, teachers must develop and implement strategies to

collect data and get enough information about facts, problems everything else they can get

within the classrooms. In this manner, teachers can use instruments such as journals, daily

surveys, questionnaires, observations, recording of classes, and carry out action research.

This is used in order to reflect on their own teaching style, identify and understand

problems, design an action plan, put into practice that action plan and finally analyze the

results. Additionally, a continuous reflection results in order to determine if whether or not

the plan worked and make necessary modifications to the design or create a new one, until

getting desired results are achieved.


Journals, daily surveys, questionnaires, observations and recording of classes

become useful resources when teachers can get detailed events, descriptions or comments.

Additionally, according to Richards and Lockhart (1996), teachers can obtain some

relevant information like students’ preferences, beliefs, attitudes and their needs among

other valuable pieces of information, which is important in order to be aware of the context

and the population teachers are working with.

All elements that are present in reflective teaching can lead teachers to identify,

understand and develop an action plan for the situations presented in classes in order to be

aware that he or she must be professional and responsible throughout the teaching process.

Reflective teaching involves the process that provides time for reflection, changes in

strategies and feedback.

According to Tice (2004), reflective teaching concerns what teachers do in

classroom, why teachers do it, and how to perform self-observation and self-evaluation to

determine if the course of action is obtaining results. These processes are developed by

collecting information about what happened in the classroom, analyzing, evaluating, and

finally making changes. Thus, it is possible to notice that reflective teaching is a

systematical and cyclical process instead of a simple discussion or opinions about the

situations that could arise within the classroom. Tice lists four different ways for doing the

reflective teaching process. The first one is maintaining a teacher diary in which the

teacher writes down with discipline what happened in the classes, feelings, reactions,

assumptions and beliefs. The second is peer observation, in which the idea is to invite a

colleague into the class for observation to have another point of view about the issues that

happen in the classroom. The third is to record lessons by using video or audio recording


in order to collect useful information about things that the teacher normally does not see.

The fourth is student feedback in which the students give the teacher valuable information

such as their perception and opinions about the issues of the class.

Another author who talks about reflective teaching is Schön (1991) who affirmed

that teachers should be researchers who reflect in and on the action through journaling in

order to promote teachers devotion to daily events in the classroom, an important element

especially for new teachers because the reflection in action and on the action reduces the

crisis of confidence in a new professional. At the end of the teaching process, the purpose

is to perform a feedback and make decisions according to the problems found in the

classroom, such as changing the manner of teaching by introducing new strategies to

modify the process.

It is important to recognize that reflective teaching is a cyclic process by which the

teachers interpret their classroom practice (Pollard & Tann, 1989). First, the teacher

collects data, then analyzes, evaluates and reflects on the issues that have affected the

classes. Then, the teacher plans and makes decisions about what he or she can do to

change the difficulties for positive results within the classroom.

We can say that the reflective teaching strategy allows us preservice teachers to get

involved with permanent training in which we can develop critical thinking about the

teaching practicum in order to apply the knowledge appropriately within classrooms

according to the context and the whole factors that affect the teaching process.

Team Teaching. This is the third component of this project. Team teaching is

commonly used to support teachers’ development and students’ learning that implies a

cooperative work in a group of teachers to generate and set up activities through the


preparation of curriculum, lesson plans and arrangement strategies to improve the classes;

this is also known as cooperative teaching and according to Rhinehart (2009), “It is one of

the best teaching styles in the co-taught classroom. Where a group of teachers share the

teaching responsibility and may act as a tag team” (p.5). As we have mentioned before,

team teaching allows a group of teachers to work in pairs in order to share and overcome

different situations that occur in the classroom, going beyond the ordinary to make lesson

plans or scheduling activities in a common meeting time. This also includes assessing the

students in the quality of learning process.

Currently, it is common to hear that team teaching is considered a modern approach

of some institutions, as this method allows teachers to have different points of view of

what happens in the classroom, in order to plan the curriculum, assess the students, and

teach the classes to fill out the major needs in each group. Leavitt (2006) argued that

“Team teaching boasts many pedagogical and intellectual advantages: it can help create a

dynamic and interactive learning environment providing instructors with a useful way of

model thinking within or across disciplines and also inspire new research ideas and

intellectual partnerships among faculty” (p. 1). This means that the institutions are able to

see the progress in the classes and in the students through team teacher development,

which must give reports about grades, attitudes, aptitudes, from every person involved in

the process. This is important for students, teachers, and institutions because they are

greatly benefited. Using this approach enables different points of view on how to develop

a class implementing different strategies to achieve the goals that have been established.

The most important aspect is to know what the roots of this approach are and while

taking into account Coffey (2004) this strategy was applied from 1963 known as the father


of the American middle school. In this view, it intends a new middle school concept where

a team of three to five teachers would teach to 75 to 150 students organized in multi-grade

basis, with the purpose of learning multiple content areas at the same time and place with a

group of teachers. In this way, students could enhance their knowledge based on the

collaborative teaching responsibility.

This kind of process promotes helpful work because the principal objectives were

to improve the quality of teaching, school counseling, the use of time, talent of the

professors and teachers. It also took on teaching the positive impact of student

participation in a "learning community", to get the students perception about the global

meaning of their studies, and the interrelationship amongst themselves, through an

interdisciplinary cross by getting the combination of many factors in the learning process.

Taking into account this information we can infer that when students, teachers and

institutions are able to work together towards the same goal, the results can be positive and

provide suitable environments in the classroom to increase students’ knowledge.

In regards to Coffey (2004), team teaching is now used on all grade levels and

across many disciplines; this approach has been shown to create bonding opportunities for

students and to engage teachers in collaborative, interdisciplinary planning and while based

on the above information we can understand that this strategy requires that the group of

teachers have to be organized to elaborate a common planning time to develop curriculum

and instruction. It is essential that all team members, as we did during our preservice

practice, contribute to formulating and achieving team goals proposed. To do this, it was

necessary that each member took on the responsibility of participating in team discussions

and planning sessions and later following the decisions made by the team taking into


account all the teacher’s group perspectives and opinions. This promotes a spirit of

cooperation and collaboration that can be maintained throughout the classroom and create

a special support group that enhances our teacher development through advice and

feedback by having an extra set of eyes to observe details that are overlooked in our labor

improvement.

According to Landy “Everyone on the team has to be behind every element of the

course” (as cited in Leavitt, 2006, p. 1).This aspect is related to the idea of achieving

effective teams. This implies systematization in their division of assignments and not

forgetting that roles may switch on a regular basis. Also, allocating roles, strengths and

weaknesses of individual team members are aspects that need to be considered. That

means the group of teachers must be intertwined in every detail of the activities they plan

together despite the fact that one of them is going to be observing and the other is going to

teach. The most important thing is to be on the mindset that implies that every gain is

going to be a group accomplishment.

Effective team teaching takes time to develop to its fullest potential. Teachers who

are unfamiliar with this need time to work through the basic issues and routine matters

before they can turn their attention fully to issues which affect students, as well as the

impact which their teaching has on the department as a whole. This time is well invested

because team teaching can be a valuable source of personal and professional development

for those who get engaged in it. In other words, teachers who are aware of the different

situations that happen in the classroom and the development of their classes, question

themselves in order to produce new options to achieve an improvement in their classes

Team teaching is a helpful approach to support teacher’s development and student’s


learning; however, it can also be a source of considerable frustration if its goals are

unrealistic, meetings are not productive and decision making is not well handled by team

leaders. When the group is completely uncoordinated they have to stop and sort through

the negative aspects they have observed during the class. According to Mangal (2008), “in

spite of the suffering from some limitations and difficulties, team teaching may play an

effective role in the teaching and learning of social studies” (p.347). In other words the

team teaching approach can become a valuable substitute of the traditional classroom,

meaning that with it and the group’s knowledge they can improve their classes and

discover what progress has to be made.

As stated by Landy, team teaching gives professors the opportunity “to teach in a

different way, and to learn in a different way. Team teaching allows instructors to improve

their pedagogical skills and develop new topics for research and scholarship. The benefits

of team teaching extend to students as well, improving learning results by offering

increased student-teacher interaction” (as cited in Leavitt, 2006, p. 4). Using team

teaching in an educative context is to think and reorganize what is apparently done in the

school; it should be a time to make constant exchange and changes. If teachers really want

to have a progress in their teacher development, working and generating a comfortable

dialogue with each of the colleagues is an excellent method.

Based on the previous information, we can say that team teaching strategy lets us as

preservice teachers have a common meeting time to work on basic issues which impact our

class sessions, in order to contribute to the quality of learning and teacher development.


Research Design

This macro project followed a mixed approach which was described by Christensen

and Johnson (2004) as research in which the researcher uses the qualitative research

paradigm for one phase of a research study, and the quantitative research paradigm for a

different phase of the study. Focusing on our research project it is mixed because we

implemented qualitative instruments as journals, observations and conferences; and

quantitative instruments as surveys in order to gather information about our teaching

performance and be aware about our strengths and weaknesses. We decided to use both

approaches because the qualitative offers detailed and deeply information related to the

phenomena and quantitative provides reliable information that can be measured through

statistics. Therefore, we would have different ways to analyze the gathered data.

For this project, the target population we were eleven (11) pre-service teachers with

ages between 22 to 35 years old who were in the last stages of their Bachelor degree in

Education from La Salle University. We developed our practicum at ASE (Alianza Social

Educativa) foundation, from the second semester of 2010 (seventh semester at La Salle) to

the second semester of 2011 (ninth semester at La Salle). The participants worked with

adults, adolescents and children in basic, intermediate and advanced levels.

We organized an action research plan which is an investigation ordered by teachers

based on their experience obtained by processes and environments of teaching and learning

(Mills, 2007). It leads to the reflection about the practice in order to think and rethink

about our work with students. Our first step was to become familiar with the environment

at ASE where we began developing our practice. From there, we took into account

different the elements that affected the teaching-learning process such as the area and


social conditions. Additionally, we decided that the best way to face up the problematic

was to involve the team in work and reflective teaching. Therefore, we followed the four

step process of action research:

1. Identify an area of focus

2. Collecting data

3. Analyzing and interpreting data

4. Develop an action (Mills, 2007)

Identify an area of focus

According to the action research process mentioned above, in this project, we

identified different difficult situations which were perceived by us as preservice teachers

in this practice. For instance, we took into account that we were involved in a teaching

and learning process, and we wanted to know how the teacher development through our

research project was. Additionally, when teacher development is focused on personal

reflection, it is related to self-reflection on daily class events. In this manner, we were

motivated to identify and to take actions in our process of teacher development through

the reconnaissance of problems identified in class. First, the use of communicative

activities, second the movement of the class or pacing, and third the students’ attitudes

and interaction which came from the observation in classes.

Another important element in this research was the reconnaissance exposed in the

cycle related to the time to reflect in our own beliefs and assumptions to understand the

nature and context of our general idea. Consequently, in this procedure it was absolutely

necessary to clarify how team teaching and reflective teaching would help us to reflect on

the teaching exercise in order to identify the different phenomena in the development of


our classes with the purpose of understanding the teachers’ growth dynamics.

Self-reflection, description and explanation of activities made the teachers’

experiences authentic and significant upon the process. We started recognizing that

reflections about our experience helped us to identify in which aspects of teacher

development EFL preservice teachers should focus their attention on when trying to

improve their practice through team-teaching strategies; in that sense, we were reflecting

about class management, classroom interaction and the use of resources that should be

used and how to develop our teaching techniques and methodology.

Collecting Data

Collecting data is collecting information related to the inquiry, information that

researchers consider will respond to the research question. The information found is not

the answer to the research question; it is raw material from which answers to the questions

will probably emerge (Mills, 2007). In our research we collected information during our

practice in order to identify and use strategies in the classroom that permitted us to develop

our preservice teachers’ profile. In our case, we used the following instruments as

teaching journals, surveys, peer observation and workshops for collecting information and

other peoples’ impressions

Instruments.

Journals and peer observations. According to Crookes (2003), “A journal is a

comprehensive and systematic attempt at writing to clarify ideas an experiences; it is a

document written with the intent to return to it, and to learn through interpretation of the

writing” (p.23). On the other hand when journals are identified as issues, puzzles or ques-

tions in teaching, then they must be focused on specific activities, lesson or in students


(Freeman, 1998). In this project, according to those previous statements, journals let re-

searchers make a very descriptive reflection and examination about the development of the

class and those were one of the supports we had as preservice teachers for future analysis.

We wrote in the journals after each class taking into account the most relevant facts related

to the general problem based on our theoretical support.

According to Kalmbach and Carr (2006), “To observe as students/ teacher

researcher is to critically and deliberately watch as a participant in the classroom. The act

of observing recognizes that a ‘live action’ provides powerful insight for teachers/

researchers” (p. 77). We implemented observations such as a complement of journals with

the aim of getting a different perspective from our peer observer, in which we could

recognize the phenomena, events, and reactions that happened in the classroom with the

idea of making peer reflections to understand how our teacher development was

progressing.

The process of peer observation started when we organized ourselves in pairs, then

we implemented the method of team teaching where one person was the observer and the

other one was the teacher. It was an interchangeable process in which we switched roles

every week. At the end of the classes, we started talking about the issues identified,

afterwards the observer presented notes about teachers’ performance and classroom

development. We agreed on strategies, suggestions, and advice to be aware about what

could happen if we use other teaching techniques in the next class sessions.

Based on the information we collected in journals and observations, we realized

that we as preservice teachers had difficulties related to pacing, communicative activities,

interaction, and student attitudes.


Surveys. These are designed to collect and to gather information about a particular

aspect of teaching and learning (Richards, 1996). This tool allowed us to collect infor-

mation from the students, about particular problems identified in class such as communica-

tive activities, pacing and interaction in order to check how they had worked in the classes,

and how learners perceived our performance.

In our research project, we wanted to see our students’ point of view about our

preservice teachers’ development to get information related to positive and negative issues

or situations in our classes that could help us understand and reflect on how our teaching

process had been. We decided to apply a survey in which we took into account the

problems found in our classes such as communicative activities pacing, interaction and

students’ attitude which theoretical support as explained in workshops since they were the

topics that motivated us to follow a process of interaction by using them.

The way we applied the survey was at the end of the semester to all the students

who participated, where they found eighteen multiple choice questions to get specific

answers and two open ended questions in order to obtain broad information about

classroom development. For analysis, we tabulated the answers, made some statistics and

reflected on the results gotten; lastly, we compared those results with the obtained from the

others instruments.

Conferences. These consists of a series of brainstorms, discussion sessions and in-

formal presentations given to students, in order to capture their perception about what is

going on during the class (Freeman, 1998). We chose this instrument because it was very

useful for us to get the students’ perception about different aspects such as: the develop-

ment of the class, the activities we were applying, the way they were learning, and the rela-


tion amongst students- students, students and preservice teachers, by providing them with

the possibility to express their ideas in a comfortable and natural way to help us compre-

hend our class performance..

The process of applying the conferences started with a meeting where we designed

an outline related to communicative activities, pacing, students´ attitude and interaction

problems taking into account the preservice teachers’ development according to the

students’ opinions. Then we developed two conferences, each one at the end of the

courses. The first one was related to pacing and communicative activities and the other

one to interaction and students’ attitude which we applied inside the classroom where

students could express their opinions spontaneously. Lastly we transcribed the conference

for records and to be able to analyze it.

Workshops. As stated by McNaugth,

A workshop is similar to a seminar but with a greater degree of attendee

participation, interaction, and hands-on exercises, this is usually a full day (six

hours) where participants learn and practice the knowledge and skills that is the

workshop focus (as cited in Lancaster & Govoni, 2004, p. 2).

It helps us to develop our understanding of research as a type of practice. Taking

into consideration the previous ideas mentioned a workshop is a brief intensive educational

program for small groups where every single group of students can solve any problem.

We, as teamwork, started developing some meetings to exchange and reflect about the

difficulties found in classes

We selected communicative activities, pacing, interaction and students´ attitude as

the main problems among the preservice teachers´ groups with the idea of applying


workshops for enhancing our preservice teachers’ development. In our first meeting we

were discussing the four main problems we had been observing during our practice. The

first problem was the lack of communicative activities in our classes; the second problem

was the rhythm and time management which is better known as pacing; the third one was

that our classes were not facilitating the interaction between students and teachers; and

finally the attitude that students were showing in the classroom. Those problems came

from the students-teachers reflections at the end of each session.

In order to develop the workshop, we followed the action research model in cycles.

According to Mills (2007), the action research cycle consisted of first identifying the main

problem from the reflection of our meeting. Then we applied a theoretical practice in our

teamwork classes to allow us to understand the teaching performance. Later, using

information we got from the workshops in our classes with the students; and finally, to

collect information in our journals and reflections focusing on the workshop worked for

making conclusions that allow us to answer our research question. After this, we

continued the cycle starting with a new problem.

Before making a description about the workshops implemented, it is important to

explain that for this project researchers used the same action research by using a

microcycle series which integrate the identification of a problem, collection of data, the

practical application of a theoretical framework, analyze, reflect and interpret data.

As follows, it is relevant to describe the microcycles developed in each of the

workshops:


“With those kind of activities we as team of teachers have tried all the concepts seen

in class were progressively linked for students to relate preconceptions with the new

order to produce new things. However, we have not been able to do a communicative

lesson plan properly because we still use only grammar for teaching.”

First problem found:

Identify the main problem inside the classroom. At first, it is important to say that

we established some meeting time to discuss about our teaching practices looking for

strengths and weaknesses. Then, we made a list of the common and relevant issues

identified in class such as how we could make our activities more communicative, focusing

on the use of the language instead of grammar. We realized that we taught as we learnt,

not as we must teach a language that allows students to learn in context despite

memorizing a tense. This situation is clearly shown in the following journal fragment:

(Researcher 10, Journal No. 3, September 2011)


sessions. Later, we started looking for a theoretical framework about each one of the

difficulties found in classes in order to understand and realize why, we as teachers, could

not create a proper environment to encourage communicative activities. As a result we

developed this workshop to understand what could be the best way to promote a

meaningful, authentic language use in the classroom. As Stone (1991) affirmed,

communicative activities are focused on the target language to contextualize and to explore

it through situational activities. For example, collaborative problem solving, role plays,

music, movies, games and activities in which students can share information and develop

exercises such as spot the difference, crosswords, describing and drawing exercises,


observing body language, interviews, jigsaw, hot potatoes and debates.

Therefore, the idea was to extract elements from real contexts. It meant that those

activities afforded students the ability to learn through speaking and listening with others,

having real purposes such as talking about self, finding out information and learning about

culture. With communicative activities students have the opportunity to use the language

through situations where they must use the second language in order to carry out activities

proposed in class including all the skills (listening, speaking, reading and writing) with the

intention of making the teaching-learning processes more dynamic.

According to Richards (2006), some of the benefits of working communicative

activities in a classroom are:

“Make real communication the focus of language learning.

Provide opportunities for learners to experiment and try out what they know.

Be tolerant of learners’ errors as they indicate that the learner is building up his or

her communicative competence.

Provide opportunities for learners to develop both accuracy and fluency.

Link the different skills such as speaking, reading, and listening together, since they

usually occur so in the real world.

Let students induce or discover grammar rules” (p.13).

What is more, the acquisition of a foreign language suggests that more learning takes

place when students are engaged in relevant tasks than in traditional teacher-led classes

(Moss & Ross-Feldman, 2003). For this reason, we found that communicative activities

allowed students to find connections with what they learnt and what was meaningful.

Besides, communicative activities required a specific topic to develop the level


indicated for each activity denoting the minimum language requirements, as a suitable

sense. Teachers must make sure the activity chosen is done beforehand. In the view of

Klippler (1992), learning is more effective if the learners are actively involved in the

process, learner activity in more literal sense of the word can also imply doing and making

things.

It is important that teachers develop the ability to create communicative

environments. Thus, teachers should bear in mind different elements such as student

placement, desk arrangement which could be in semicircle, single or double rows, work

stations and classroom decoration.

Moreover, teachers have the responsibility to value each and every one of the

students in their classes, for this reason, each student feels special and important

(Groundwater-Smith, 1998). For this project, that conception is particularly relevant

because the students are the core of teaching process as well as part of the teacher

development. Teachers must provide the students with certain confidence in the learning

process that allows them to interact in the class.

On the other hand, the activities proposed or designed by teachers must take into

consideration students’ needs, giving them enough confidence to make changes in the

lesson plan. According to Klippel (1992), teachers were encouraged to organize more

interesting and lively activities with the purpose to involve the whole class to participate in

a space for message-oriented communication, learner-center activities, active learning,

cooperation and empathy. This refers to those important moments in foreign language

teaching when the target language is actually used as a means for communication

Consequently, if we as teachers want to plan classes following communicative


activities, it is important to have into consideration different aspects that allow us to see if

the activities proposed are working or not. For instance, the length of the teacher’s speech,

the use of feedback to help students understand what their mistakes are and the design of

appropriate strategies are ways to adjust the language used according to context.

Collecting data. Once we did the workshop mentioned in the previous section, we

implemented in the practicum the strategies learnt, and then we recorded in journals

observations in order to realize if there was any change in class related to communicative

activities.

Analyzing and interpreting data. After reflecting about our classes, we realized

there was more participation; students appeared more interested in communicative

activities. We can see clearly those changes in the following excerpt:

(Researcher 5, Observation No. 4, April 2011)

We were able to see how our classes started having changes because we planned

and developed the sessions by using a communicative approach, also students were

interested in the topics proposed and teachers got involved in an interactive way in the

classes.

Second problem found: Pacing.

Identify the main problem inside the classroom. In the second microcycle, the team

group found another problem to be analyzed which was pacing. Having in mind the

“The students were working for themselves while we were checking the exams.

According to this situation I could observe that the class changed and our

communicative activities too because students were exchanging information and

expressing their ideas during the activities through speaking.”


information we collected in journals and observations we still identified during our

teaching practices some weaknesses within the classroom such as: the management of the

time, materials, classroom organization, giving clear instructions and the objectives in each

activity. Going back to those difficulties, we reflected about how we could make our class

activities effective and articulate them to fulfill objectives. This situation was clearly

shown in the following journal fragment:

(Researcher 5, Observation No 1, February 26, 2011)


sessions. We developed a workshop applying the theory we found. According to Carnine

(1976), pacing is important because this refers to how the class rhythm is developed.

During his research, he points out that a class should be conducted at a brisk pace. In the

research project we could realize that we had to be careful when we gave instructions,

otherwise students could get confused about the task assigned.

Additionally, there are several important aspects for pacing as the time in terms of

sequence and length of the activities. In our case we had difficulties with the sequence

between each activity; for instance, while a teacher introduced a new task in the class,

students got confused due to lack of sequence among activities. Also the activity took less

or more time than we expected. Therefore, it was necessary to establish a time balance for

each activity. There is some evidence in the following observation:

“Another relevant element that I could observe was that the teacher did not move

around the students, it means that she was standing at the same place during long

periods of time. I consider that this situation allowed us to realize the importance of

classroom management in order to catch the students’ attention.”


(Researcher 5, Observation No 2, March 12, 2011)

Regarding the material, we realized the importance of using and organizing suitable

material, and having it ready in order to avoid wasting time. There is evidence in the

following observation:

(Researcher 10, Observation No 3 March 25, 2011)

Other aspect to take into account about pacing was classroom organization. We

noticed that the spatial organization had a special role in terms of catching students’

attention for development of the activities. There is evidence in the following observation:

(Researcher 8, Observation No. 11, April 6, 2011)

Finally, when the teacher gave instructions there are some basic rules such as:

Teachers must ask themselves those questions before giving instructions: Is the

"In this class we could realize that in the pacing factor in the class we had some

improvement, so we managed the time, the materials, and the class in general in a better

way”

“Teacher has a good management of the time; the class was different because she

used different activities such as: work by groups, make posters, and also they listened

to a song; it means that the class has a variety; all the activities were developed on

time…”

“Another thing that I noticed was about managing the board, the use of this resource is

important and the distribution of these too. We must take care that it is different to

write for kids and to write for adults. Teacher writes many things in order that students

keep in mind. For example: vocabulary, grammar, and sometimes one student say

something and she wants to underline it. But at the end of the class the board is full of

information but without coherence.”


information that I am trying to convey important? What must the students know if they are

able to complete this activity successfully? Which information do they need first? Which

should come next? (Harmer, 1998). Thus, when the teacher gives instructions, it is

important for him or her to check that the students have understood. Another important

point is that the teacher needs to change their techniques every class. If the students do

different tasks in fifteen minutes instead of just writing, they will be more likely to remain

interested.

Collecting data. Once, we did the workshop, we implemented in the practicum the

strategies learnt, then we made journal entries and observations in order to realize if there

was any change in the class related to pacing.

Analyzing and interpreting data. After applying the workshop we noticed that

pacing helped us have successful teaching practices, it gave the class a better management

of the time, materials, classroom organization and clear instructions for achieving the aims

class. We could see evidence in the following observation:

(Researcher 5, Observation No. 2, March 12, 2011)

Third problem found: Interaction.

Identify the main problem inside the classroom. After discussions in during

meetings we identified another problem about the lack of interaction between the

participants in the classroom. We realized our classes had a low level of interpersonal

relationships. This situation is clearly shown in the following journal fragment:

“Taking into account the teacher’s processes as a teacher I consider that in this class she

had demonstrated more classroom management, it means that she had achieved to

handle the classroom space, the time, the way that she presented the material in a better

manner.”


(Researcher 2, observation No. 3, April 9, 2011)


sessions. First, we search for a theoretical framework about the problem found: According

to Grossen, “Interaction refers to the social, cognitive and interactive roles and contexts

that people have to negotiate in order to achieve a joint understanding” (as cited in

Kumpulainen & Wray, 2002, p.143). Hence, interactive activities encourage students to

rebuild or modify their knowledge. We could see the activities proposed in the classes

generated enough opportunities to the students for exchanging their ideas and information.

There is evidence in the following conference:

(Researcher 9, conference No. 2 November, 2011) (Translated from the original version)

For Grossen (1994), it is important to have in mind the teachers´ role where the

teacher is a designer and supporter of the students learning process because he or she is the

person who generates interactional environments. There is evidence in the following

conference:

'' Yes, the fact of being switching each other every Saturday, which is not the same

person then I begin to meet people and that has helped us to communicate because the

group has twelve to fifteen people, but the most important is that I work every Saturday

with a different person that helps me to meet with the others''

“…to allow the students the opportunity to participate and interact with the teacher, at the

beginning of the exercise was a little difficult because they did not understand what they

had to do, so Ana Maria gave them another example trying to make me part of the game

and saying something with the idea of being followed by me.”


"Actually, it has been presented in the course we have been able to exchange

information, share knowledge, interact with each other, ways of saying things in English

and even web pages where we found interesting information''

(Researcher 9, conference No. 2 November 2011) (Translated from the original version)

As we can see in the previous evidence, students were aware about all the

advantages they got interacted with each other in terms of knowledge, social and

interactive role. Also we have to consider the students’ role as Crookes (2003) stated,

“student-student interaction and the possibility of students learning from each other, within

the peer relation context (whether of children or adults) are obviously important” (p. 169).

We could see in our classes that those interactions allowed students to feel more

comfortable through ice breakers; ensuring students have the possibility of exchanging

information by doing peer activities, groups and the whole class with the mediation of the

teacher. This situation is clearly shown in the following conference fragment:

(Researcher 5, conference No. 1, November 2011) (Translated from the original version)

Collecting data. After we carried out the workshop, we implemented in the

practicum the strategies learnt then we made an entry in the journals and observations in

order to realize if there was any change in class related to the interactions.

Analyzing and interpreting data. Once, we applied the workshop we made a

reflection related to the fact that interaction classroom activities facilitate the development

of positive student-students relation as we can see in the following evidences.

“Why do not you believe that you do not feel bad when you correct each other?

- Because we have worked directly.

- And also we have more confidence.”


.

(Researcher 9, conference No. 2, November 2011) (Translated from the original

version)

According to the evidence, we could see that the implementation of interactional

activities promote students interpersonal relations in the class, also it became a space for

exchanging (beliefs, experiences, traditions, even feelings) through each of the activities to

generate a contextualized interactional learning process.

Fourth problem found: Students’ attitude.

Identify the problem inside the classroom. In the fourth microcycle we as a team

identified another problem to be analyzed which was students’ attitude. Taking into

account the situations that had been happening with the students in our practicum, we

started looking for valuable information that helped us deal with aspects such as: students’

background, socio cultural differences, students’ beliefs, and learning styles for suitable

activities for the students. Armed with this information, were able to understand how to

manage a class having in mind all the factors already mentioned.


sessions. It is important to say that the majority of students’ learning time is spent in

educational institutions, for this reason the class environment is an important aspect which

needs to be considered in the class development. In our case we tried to take advantage of

the estimated time in each session in order to have an appropriate atmosphere throughout

the courses.

“The experience of this group has been special enough, also very dynamic and all

the classmates are so opened to listen and share. “


According to McLaughlin and Talbert (1993) and Meece (1991), “When classroom

instruction draws on students’ preexisting knowledge, culture, and real-world experiences,

it becomes more meaningful. Students enjoy learning more and learn better when what

they are studying is of personal interest and relates to their lives” (as cited in Akey, 2006,

p.6). Therefore, preservices teachers must consider students context as an important priori-

ty to fit into their practices. This may be conducive to a meaningful environment in which

pre concepts are taken into account as the necessity of building up new concepts.

Daily conversations with students allow us as preservice teachers to be able to

identify the students’ background such as: where students come from, who they live with,

what they do outside of the classroom, what they like and dislike, having as purpose to

make a more authentic plans that based on students background encourage them to work

by using one important strategy which was cooperative work that according to Davidson

(1999), Johnson and Johnson (1985) and Mitchell (1993), “Collaboration among peers —

students working together in pairs or small groups to help one another learn —also has

been associated with increased engagement and learning. When students can put their

heads together rather than work in isolation, they are more receptive to challenging

assignments” (as cited in Akey, 2006, p. 6). Thus, we encourage students to know their

own capacity by engaging them in a learning process, in which teachers have a high

responsibility to enhance their feelings and accomplishment by also getting involved with

the cooperative work helping teachers and students see the learning process as a collective

construction.

Students’ beliefs were also an aspect to consider, when trying to understand how

those convictions might be reflected in the classroom while the learning process was


running. According to Abu-Hilal (2000), Bandalos, Yates and Thorndike-Christ (1995),

Harter (1992) and Hembree (1988),

Students’ beliefs are about directly linked to their levels of engagement, as well as

to emotional states that promote or interfere with their ability to be academically

successful. For example, students who believe they are academically incompetent

tend to be more anxious in the classroom and more fearful of revealing their

ignorance (as cited in Akey, 2006, p. 4).

In other words, student’s beliefs may influence the class in a positive or negative

way; however, teacher must conduct those judgments in benefit of learning.

Consequently, these factors gave us the opportunity to think about suitable

activities for students, such as what learning assignments to use to describe their routines in

order to let them know about the topic and make them have a real connection with their

context to be shared with classmates and teachers. According to Hancock and Betts (2002)

and Williams (2002) “When students are authentically engaged in meaningful, quality

work, the likelihood increases that they will learn something new and remember what they

learned”( as cited in Akey, 2006, p.5). Thus, teachers must be aware enough to understand

that providing students with interesting and contextualize activities endure their learning,

also ensure they are getting a learning for life.

Additionally, when the preservice teachers plan their classes, it is relevant to

consider students’ learning styles for the reason that each one of them has a different way

to learn. According to Gardner (1995), there are multiple intelligences which need to be

considered to provide a variety of activities to supply students’ needs in the session.

Multiple intelligences are defined as abilities that human beings possess by grouping their


competences into the following eight categories:

Linguistic: it is defined as the capacity of use the words correctly written or orally,

manipulating the structure of language, syntax, phonology, and semantics of the

language.

Logical Mathematical: the capacity to use numbers effectively and handle logical

patterns, statements, functions and propositions to achieve different process such

as: categorization, classification, inference, generalization, calculation, and hypoth-

esis testing.

Spatial: refers to the capacity of perception to colors, lines, shapes, forms, spaces

through the ability of visualize, and make graphics.

Bodily- kinesthetic: refers to the ability for expressing ideas and feelings with the

hands or any part of the body; it also includes physical skills such as coordination,

balance, dexterity, strength, flexibility and speed.

Musical: the capacity to perceive, transform and express the music, including the

sensitive to the rhythm, pitch or melody, timbre and tone.

Interpersonal: It is the ability to distinct the mood, intentions, motivations, feelings,

of other people.

Intrapersonal: it refers to the capacity for self-discipline, self-understanding and

self-esteem (Gardner, 1995).

Besides, as preservice teachers we should take into account two factors that can help us

to develop activities according to the different students’ learning styles, these factors as

genetic material are called nature factors and, all people grow up in a unique context with

special social, emotional and physical characteristics which are called nurture factors. The


nature factors determined the biological and maturation aspects, and the nurture factors

determined the individual´s abilities and personality. Thus, the interactions of these factors

allow people to be unique who behave, learn and face situations in different ways

(Lefrançois, 2000).

Collecting data. Once we carried out the workshop, we implemented the strategies

learnt in our practicum classes; meanwhile we developed a registry in our journals in order

to analyze the changes which arose related to students’ attitude.

Analyze and interpret data. Once we applied the workshop we could observe that

students’ attitude in the classroom facilitated the development of each activity proposed for

the students because the environment provided confidence and forged the relationships

between student- student and student- teachers as we can see in the following evidence:

“It was pretty good because as I can observe the students like that kind of

exercises, they like the idea of making role plays, in that way they are going to

practice a specific kind of situation that is common in the normal life; to be honest it

was so funny because it is incredible how the students put that essence in each

presentation, they got mistakes but the efforts they make to present do not have any

grade, additionally it was incredible the importance of motivation when we gave them

the instructions the idea was to develop the exercise by groups but I was always

pending on what they were doing in the best way.”

(Researcher 2, Journal No 2 April 2011)

According to the evidence, we realized that fostering an active participation in

students could establish accurate relationships between the whole class group and

promoted suitable activities development. Also, active participation carried out new ideas


to enhance an integral learning such as role plays that will let the students understand the

management of real situations.


Analyzing Data

In our research project, as we mentioned in the last chapter, we collected data

during three semesters through the following instruments: journals, observations,

conferences and surveys. These supported our research question: How can reflective

teaching based on team teaching strategies inform about preservice teacher development

practices at ASE foundation? We analyzed the information through the grounded approach

to identify categories, since the majority of the information was gathered through

qualitative patterns.

According to Rossman and Marshall (2006), grounded is an inductive approach that

allows us to get the information from specific to general, with the purpose to find the most

representative categories in the data. Taking into account the author’s proposal, we

consider this approach was useful for the analysis of the process in our research since it

helped us to understand the research question. In this way, the data provided from

journals, observations ( see appendices A, B) let us make a deep theoretical reflection

based on the classroom facts, events and the teacher’s practice during the class session;

establishing a relation between the main theoretical constructs: team teaching, teacher

development, reflective teaching and our practicum.

Another instrument to be analyzed was the conference (see appendix E), ), which

allowed us to collect information to know the way students understood our teacher

performance, bearing in mind specific situations that we worked in the workshops which

were determined during the period of practice at ASE. Once we collected the conference,

we transcribed it and coded it with colors by identifying the problems above mentioned.

The last instrument we applied was the surveys (see appendix D) to evaluate, predict, and


estimate students’ attitudes, perceptions and behaviors about the class development. The

main purpose of this instrument was to extract, analyze, interpret and measure the

information gathered, applying the quantification within an a priori approach since we

could obtain reliable and practical information to convert it in real statistics, frequencies

and percentages in order to tabulate findings coming from the surveys.

With this method it is important to follow four steps; naming, grouping, finding

relationships and displaying (Freeman, 1998).

Naming, this stage consist of reading of collected data carefully and underlining the

most relevant ideas that the researchers consider important to develop the research

topic. At the end of the process the researchers assigned a name or key word for

each underlined idea.

We had brainstorm meeting in order to establish keywords and themes that were

related each other farther in all the instruments.

Grouping: during this stage, the researchers use the keywords to identify the

similarities among them and put them together to assign a name to those groups and

turned them into categories. According to the keywords that we had already

established, we identified common ideas, and then we organized them into groups

in order to assign pre codes for identifying general concepts.

Finding relationships consists of analyzing the obtained categories in order to find

the relationship between them having in mind the research question.

In our project we found the relationships among the pre codes in order to establish

them in micro categories.

Displaying, in this last stage researchers make a representation called data display


which presented how the categories are connected and intersected.

In our project, we organized the categories by using a triangulation technique

according to Mills and Huberman (1984), the notion of triangulation is linked to eliminate

or at least minimize bias in findings and thus increase your confidence in what you are

finding as you analyze data.

Through team work we discussed our findings, and then we made a chart that we

divided in three columns; patterns, evidence and themes. Patterns were the common ideas

found in each of the teams work, and evidence came from the instruments that supported

the theory adopted and the themes were the new names given to the results. Once we had

finished the chart, we shared it with the whole group to start crossing the information we

found in order to obtain the main outcome which were the categories.

Chart N°1. Relationship among the research question, sub question and microcategories

Research question Subquestion Microcategories

How can reflective teaching

based on team teaching

strategies inform about

preservice teachers’

development practices at

ASE?

Which aspects of teaching

development do EFL

preservice teachers focus

their attention on when

trying to improve their

practice through team

teaching strategies?

Understanding the

pacing process facilitates

communicative activities

which promote the

interaction among students

and teachers.

Understanding the

factors that affect students’


attitudes toward the class,

teachers produce a positive

process in students learning.

Classroom

management for enhancing

students’ motivation in

learning and preservice

teachers’ growth in

teaching.

Teachers’ reflections

enhance expertise in the

classroom.

Teachers get a better

understanding of learning

process if they modify or

change any strategy.

The material and

environment chosen in class

proposed by teachers are

part of teacher´s skills when

they understand what the

class aims, needs, are and


results expected,

The manner teachers

let students know their

mistakes could be an

important beginning or a

breaking up in the teaching

process

Simple and

contextualized resources in

class become meaningful

and practical for teachers.

Team teaching for

developing a lesson and

understanding the teaching

dimensions.

Chart N° 2. Relationship among the research question, the grouping and triangulation

results of microcategories, the macrocategory and the subcategories.

Research question

Grouping and

triangulation results of

microcategories

Macrocategory Subcategories

How can Understand Collaborative Peer


Reflective teaching

based on team

teaching strategies

inform about

preservice

teachers’

development

practices at ASE?

ing the pacing process,

teachers can implement

communicative activities

that promote the

interaction among

students and teachers.

Developing

interactional activities in

order to generate a

suitable environment of

communication to use the

language confidently.

Teachers’ and

students enrichment

through the teaching and

learning process using

interactive activities

Giving clear

instructions and

exchanging experiences,

teachers achieve

successful communicative

teaching strategies

with teachers'

critical reflections

as peer

observation, peer

and self- reflection,

helped preservice

teachers to

understand their

performance.

observation as a

strategy to modify

and enrich

communicative

activities that help

us to develop an

interactive

environment.

Developing

critical thinking

and self-reflection

to achieve

expertise in the

classroom.


activities.

Critical thinking

allows teachers to do a

diagnostic class to design

appropriate and

meaningful classes

Teachers’

reflections to enhance

expertise in the classroom

Team teaching for

developing a lesson and

understanding the

teaching dimension.

Teachers get a

better understanding of

teaching process if they

modify or change any

strategy according to the

class needs.


Interpreting Data

Our research project came at the stage where we already had the categories which

were the result of the triangulation process developed by each team work based on the deep

analysis of the data gathered through journals, observations, conferences and surveys.

Those categories emerged in two phases that gave a response to the microcycles and the

macrocycle developed in to the macro project. During the first phase we tried to answer

the sub question dealing with understanding in which aspects of teaching development we

as EFL preservice teachers focused our attention on when trying to improve our practice

through team-teaching strategies. In the second phase we identified the macrocategory and

subcategories that helped us answer our main research question how can reflective teaching

based on team teaching strategies inform about preservice teachers’ development practice at

ASE foundation?

Micro Categories

The Micro categories helped us understand in which aspects of teaching

development we as EFL preservice teachers focused our attention on when trying to

improve our practice through team-teaching strategies. We presented the categories in the

way each group found them.

First team.

Understanding the pacing process facilitates communicative activities which

promote the interaction among students and teachers. During the process of data analysis

we realized the importance that teachers understand the process of pacing as a parameter

for the development of communicative activities which at the same time promote the inter-

action between students and teachers. Thus, the management of the classroom involves


pacing which refers to how the teacher uses the time, applies the activities and handles the

discipline in order to facilitate the teaching and learning process. Also, pacing is related to

the students' behaviors that on occasion interrupt the class because the development of the

events inside the classroom is difficult to predict. The teachers need to be careful with the

material that are used for the class, bearing in mind students’ needs, age and context in

order to select suitable material for achieving the goal of the class. If the teacher is able to

apply the pacing characteristics in the classroom it would probably be that the development

of the activities within the classroom will be conducted without interruptions and in this

way it is possible to promote the communicative activities in a successful way. Through

communicative activities it is possible to promote the interaction between the students,

teacher, context and language by asking questions about the world around them.

In a research about pacing done by Goldsmith (2009), he could conclude that

“teacher’s attention to tight pacing allows for a distribution of classroom time that favors a

diversity and wealth of activities—and especially communicative, oral, paired activities—

within one class period”( p.45). In our case, we achieved providing an adequate

environment that allows students to interact among them. Also, we developed suitable

group activities because we realize that students preferred work by team in order to

strengthen their skills in the language and we can evidence this asseveration in the

following graphic:


Figure 1. Question No. 8, (Researcher 6. Survey march, 2012) (Translated from the

original version)

(Researchers 6 and 8, Analysis of surveys, March 20, 2012)

This evidence showed the improvement that we as preservice teachers had to

understand in the teaching process in which we considered the students’ needs and we

were able to develop suitable activities in order to get an interactional environment

between students and teachers.

Understanding the factors that affect students’ attitudes toward the class,

teachers produce a positive process in students learning. Other important elements that

we found in our data analysis was the issue that if the teacher is able to determine what the

students’ motivation is, it is possible to use that information to affect in a positive way the

“The results show us that students prefer communicative activities in which they can

interact with the other people instead of individual activities. It means that

communicative approach is a good instrument for the students because it fulfill their

expectations”


students behavior inside the classroom. To understand that process we could approach to

concepts such as aspects that are extrinsically and intrinsically formed which affect the

development of the classes. First, according to Agbor-Baiyee (1997), “Praises like little

gold stars, hugs and high marks provides extrinsic motives for behavior. Those who are

extrinsically motivated engage in behaviors for the external rewards they expect to follow

by contrast those who are intrinsically motivated respond to internal sources of

reinforcement such as personal satisfaction and a sense of accomplishment” (as cited in

Lefrançois, 2011, p. 385)

Taking into account the citation mention before, if the teacher is able to determine

what the students’ motivation is, it is possible to use that information to positively affect

the students behavior inside the classroom. We can evidence this situation in the class in

which the teacher was working in a project about English countries, so that information

was registered in our journals:

(Researcher 8, observation No 12, April 30, 2011)

In the previous example we can evidence that if the students are comfortable with

the activity, the motivation comes intrinsically allowing that the developing of the class be

more meaningful for them. In the same way it is necessary emphasizes in our preservice

teachers’ role and we can evidence the reflection in a fragment of our journal.

“We could notice that students really were excited with the project, because when it

was the time to take a rest, they did not want to go out of the classroom. We used music

and they felt very relaxed with the activity. Besides we can evidence cooperative work,

and the class was developed in an environment of creativity and respect”.


(Researcher 8, journal No. 13 September 3, 2011)

Taking into account this evidence we can argue that if we as teachers are able to

understand students’ needs we will increase the possibility that student feel more confident

and motivated.

Second team.

Classroom management for enhancing students’ motivation in learning and

preservice teachers’ growth in teaching. This category it refers to the process developed

in the class by the teacher reflected in the idea of promoting an appropriate environment in

which students and teachers had a progress, for instance:

(Researcher No. 2, Journal No 3, April 9th)

This evidence came from the teachers’ perception which is reflected the way

teachers used to help students in their process, trying to have the best attitude, and different

tools to promote students’ learning meanwhile they were receiving feedback to correct

future mistakes in the class exercises. According to Kauchack (1997), the two major

purposes to achieve with classroom management are to create a proper learning

environment and to build up students’ sense of responsibility to have self- regulation and

“I noticed that they enjoy reading activities because they learn new vocabulary, but

they do not like read aloud because they feel they have a bad pronunciation. So, it is a

big challenge take off that fears and motivate them with interesting reading activities

that help them to improve their weaknesses”

“The class was in a good move because the teacher was asking all the students, letting them

the possibility to pronounce the sentences and give the correct one, she was motivating

them because the time was passing and she was really patient trying to make them know

about the common mistakes”


maintaining it (as cited in Ming & Way, 2008). We are going to work with them as a team

as well because despite the short time we have to develop the classes, they are going to try

other spaces to reinforce what they have studied, of course it is something that we must

motivate them to do, trying to develop activities for instance: send e-mails, and

assignments related to descriptions of real life. Also, what the teacher is building up at the

classroom corresponds to the appropriate relationships with the students because it is due

to the learning from the context, when we know about the students’ lives we are able to

recognize what is most suitable for them.

That is how the category is showed by the students with their positive attitudes,

ability to be in a constant interaction with their classmates and teachers, in relation to the

activities we proposed for them, time control, board management, classroom organization,

voice power. Taking into account this information students were able to describe how the

classroom management processes were observed in a conference that we applied with the

whole group in order to establish the positive and negative points of our teaching

development in which we were asking them about our attitude as teachers when we gave

them feedback and in the normal course of the classes:

(Researcher 1 Conference 1, November 2011) (Translated from the original version)

“Well, I mean you are serious because you as teachers manage the class, you do not

permit someone disturb it, as my partner said. You put a limit and despite we are

young students (do not laugh guys!) there was always a good environment with all

the group and we could do the activities, you both understood us and teach us with

many patience”


This evidence came from the students’ perception of the class in which they

describe positive aspects about the management we had given to the students and different

events during the course; they pointed out that despite the age differences that started from

14 fourteen years old till 60 years old we had made a balance to involve all of them in the

activities with proper classroom rules in order to develop the classes in a respectable way

and in accordance to Kauchack (1997), it is also important to provide clear guidelines to

support teaching and learning by providing lucid expectations and defined norms for

carrying out a collaborative and cooperative manner to enhance the learning environment

(as cited in Ming & Way, 2008). It is important to take into consideration that the teachers’

work related to set up an agreement despite the ages differences in the group was

concerned and caused the students to generate cohesion between them in different

activities they had to develop together, in other words they could complement each other.

Teachers’ reflections enhance expertise in the classroom. This meant that teachers

had started reflecting, critiquing, and analyzing their performance, bearing in mind the

situations that happened in the class as a team, preservice teachers were making changes in

our behavior as educators, taking into account the time, the discipline, and the kind of

activities during the class session. As Richards and Lockhart (2001) stated “Teachers who

are better informed as to the nature of their teaching are able to evaluate their stage of

professional growth and what aspects of their teaching they need to change” (p.4). In our

case, when we analyzed and reflected our performance in the classes and how the lessons

plan were being developed, we discovered that we needed to make some changes in the

class exercises, in our attitude; and to understand the role we had in the class.

When developing reflections on the steps we made during the classes, we were


aware of our performance in classroom and we started questioning ourselves in the way the

class needed to be carried out according to our experience to go beyond our expectations.

As Hinkel (2011) stated “Whereas the concept of expertise as a state characterizes expert

performance as effortless, efficient and automatic, the conception of expertise as a process

of continuous search for excellence, in which practitioners work “at the edge of their

competence” (p.32). In our case, we developed our classes according to what we have

learnt through the learning process at the university and also based on our own experience.

We could see the category reflected in the following evidences which involved the

reflection:

(Researcher No. 2, Observation No 6, March 26th

)

This evidence showed the reflection that we as a team did on a specific issue that

was affecting the normal course of that class, we agreed on how to deal with it, trying to

follow the plan that we already used to achieve the goals proposed; of course it was

important to take into account that for us in some cases there are going to be situations that

will push us out to change an activity to reinforce another problem that is going to be

presented at any time.

As Zeichner and Liston (1996) stated “the reflective practice movement involves

recognition that teachers should be active in formulating the purposes and ends of their

work, that they examine their own values and assumptions, and that they need to play

leadership roles in the curriculum development” (p.5). In our case, we could see this

“At the end of the class, Ana and me met and discuss about the time management, in

which we have to respect the activities we have prepared, obviously if we have

something to change we have to solve it immediately”


reflected on how we noticed there were some issues and we had to resolve them at the

moment they came up, in order to do this; we had conversations in which we discussed the

importance of following what we planned. Based on what we saw when developing the

classes and our previous knowledge, we started evolving in the way we behave when

facing these kinds of situations in the classroom.

(Researcher No. 1, Observation No 8, May 7th

)

This evidence showed the agreement that we as preservice teachers made in respect

to the management of the class, in which we considered that the rhythm change we did for

the class seemed positive, in order to get an interactional environment between students

and teachers when developing lively activities as we had noticed.

Dewey argued that “Responsible teachers ask themselves why they are doing what

they are doing in a way that goes beyond questions of immediate utility (i.e., does it work)

to consider the ways in which it is working, why it is working, and for whom it is

working” (as cited in Zeichner & Liston, 1996, p. 10). In our particular case, we saw this

reflected because when we started teaching classes to a specific group, in which we had

some communication problems with the students, we decided to make some changes in the

way we had developed the classes and also in our attitude, because we noticed that when

we used activities in which students were active their attitude was different too.

“At the end of the class Paula and I talked about the class, and we agreed that there has

been a change in students’ attitude and also from our side, because now the environment

felt different, as we are able to have funny and dynamic classes and we thought that it is

due to new activities we brought to the class in which they are able to share more time with

their classmates and to have a diverse of exercises”


Bearing in mind all the elements that we mentioned above shows how teachers’

reflections enhance expertise in the classroom, because when teachers are able to analyze

how their performance is going, they can modify aspects in the way they teach..

Third team.

Teachers get a better understanding of learning process if they modify or change

any strategy. Teachers should be available to consider some changes or strategies in their

teaching practice, if it is necessary to reach the goals he or she has already established for

the class, they must also be aware that learning is not a homogenous process, in which

everybody acts and fits in the same way. Students have different learning rhythms that

teachers must take into account especially when they are planning an activity that may not

have the effect the teacher expected. So, it could be confuse or even uninteresting for

students; however, facing this situation might help the teacher to rethink the way he or she

is carrying out in his or her practicum.

Thus, teachers need to keep in mind what student’s needs and interest are. It is part

of the strategy that teachers have on hand naturally; driving them to understand that the

learning process is susceptible to some changes.

In the next excerpt, we could notice how sometimes it is necessary to modify our teaching

strategies in order to take better advantage of activities proposed in class and hence a better

understanding in the learning process.


(Researcher No. 6, Observation No 5, April 9th)

The previous evidence is showing us how important is to be aware about our own

process as teachers, it helps to have an idea about how everything is going in terms of

what, how and why of our lessons obtain certain results as well as letting teachers

understand that their lesson do not have to follow a rigorous structure in which it is not

possible to make changes in spite of implementation of new strategies that promotes

understanding of what is happening around the teaching process.

Thereby, making changes in teaching is part of the skills a teacher can get from

their experiences. It can encourage teachers to make introspection on their decisions to

build up or take in to consideration new ways to understand the learning process by doing

changes.

The material and environment chosen in class proposed by teachers are part of

teacher´s skills when they understand what the class aims, needs, are and results

expected. The material helps teachers develop the activities since it is the measured in the

class to transmit the topic or message the session. It plays an important role and its

application as well because it lets them achieve the goal proposed easily. When the

material fits student’s expectations in terms of what they want to learn and how important

it is in real life, students are more stimulated and motivated to work, particularly when they

see that some of their interests are being covered in the teachers plans.

“I think the teacher took into account the steps for developing an activity, she was

clear with the rulers, However she had to change some things that were not working out in the

activity, so she created a new rule, in which all the students should participate, so it made the

activity more interactive and less authoritarian, students could also have points for

participating”.


Additionally, teachers or institutions may wish to provide teaching materials that

will fit the specific subject area of a particular learner. This may mean that materials may

not be commercially available (Johnson, 1987). Based on this information, when teachers

apply their own material, they need to know their student due to fact that each group

presents different needs, behaviors and context, and that is an important point because

there isn’t special or specific material for each group and for each situation. Bearing this in

mind, we can see in the following excerpt how a student feels about the material used:

(Researcher 6, Survey No 5, April 9th) (Translated from the original version)

We realized with this evidence that students could perceive that the material was

designed having the students interests and needs in mind, it also demonstrated that the

material was worked in different ways in which students had the opportunity to learn many

things , for instance; grammar and vocabulary through an interesting issue.

To sum up, the material should be part of the teacher to fulfill the students’ needs

and interests having in mind the goal proposed. When a teacher is skillful in choosing,

adapting or designing proper and authentic material, that facilitates teaching and increases

the students’ interest.

The manner teachers let students know their mistakes could be an important

beginning or a breaking up in the teaching process. Feedback is an essential tool in

“We have worked apart from the explanations in class, we worked different songs and

different materials you have brought us ,in a interactive level, like the computer and all

these things that have helped us open a bit mmm, I can say that the understanding not only

with the recyclable topic but also another topics such as modal verbs and other issues in

general''


teaching because it provides students with some suggestions or advice to put into practice

during their learning process, maximizing students’ potential, raising awareness and

improving students’ strengths. Teachers have the responsibility to let them know in a

proper way, what they should work on to improve their level in a language. Feedback can

be divide into two types, usually called positive or negative, where positive feed-back

increases students knowledge, and the negative feed-back reduces it, depending on how the

teacher manages it feedback will have a positive and practical effect.

The feedback that we give to our students in class or on their written papers is the

most important aspect when we want to bring changes in their learning behaviors.

However from a motivational perspective not every type of feedback is equally effective

and on occasions, if we are not careful enough, our comments might be counterproductive,

or negatives for our students.

On the other hand, according to Keller (1983), for teacher’s feedback to be most

efficiently utilized, it needs to be provided not only at the end of an activity, but also at the

onset (as cited in Crookes, 2003). In addition, teachers’ feedback should be informational,

directing the students attention to what he or she did that resulted in success. For instance;

the following evidence lets realize that as Keller said, the feedback is important not only at

the end of an activity but also at the beginning or during it.

(Researcher 6, Conference November, 2011) (Translated from the original version)

“Well I think that giving feedback immediately is the right thing, if I pronounce wrong

it is necessary to correct it as soon as possible because in that way it is easy to know

where the mistake was, I believe that it is the correct thing, anyway if somebody is

getting feedback the other one is able to learn that the word was pronounced in the

wrong way too. I believe the right thing is to correct immediately.”


We can see with this evidence that students express confidence when the feedback

is provided not only at the end, but also during the activities done in the sessions because it

lets them correct their mistakes as soon as they happen and also because it allows their

partners to learn from them.

(Researcher 6, Conference November, 2011) (Translated from the original version)

As we could see in the evidence, the students express their conformity with the way

they have been corrected since it was developed in a positive way; it means that it has

permitted them to increase their language level. Also the students express their conformity

related to the moment in which the feedback has been done because it has been not just at

the end but also during each activity proposed during the class sessions.

Considering the above, as new teachers, we must always have in mind to give a

feedback with a positive approach to our students, it means to follow the objective and

invite our students to fill the gap between the actual level and the reference level displaying

the right attitude monitoring his/her facial expressions, body language and tone of voice,

promoting at the same time a positive self-concept and self-confidence in the student; in

Student teacher: and why did not you ask to the teacher? It was a embarrassed with the

teacher? Or it was embarrassed with your partners?

Student 1: If somebody ask something, maybe you do not know... the other people say:

“aaayy why is s/he to fool?”

Student teacher: and what do you think about the way in which we corrected you? Did

you feel bad?

Student: not, good!

Student teacher: Good and we corrected you at the beginning or at the end of the

activity?

Student: at the end!

Student teacher: Always it was done at the end?

Student: also when we passed to the board, or when we called you.


addition the teacher must give motivational feedback that should promote the learners to

reflect constructively on areas that need improvement and identify things that he/she can

do to increase the effectiveness or learning.

Fourth team.

Simple and contextualized resources in class become meaningful and practical

for teachers. Using simple resources becomes meaningful when teachers can adapt them

within a real context in which learners are involved. In this manner, when teachers take

advantage of limited resources and make them useful, they can develop activities that have

sense for learners and that are related to their daily life. Therefore, the use of material and

the results in the activities are based on the preliminary study of learners related to their

context, needs and beliefs among others. In this regard, Howard and Major (2005)

mention: “Modern teaching methodology increasingly emphasizes the importance of

identifying and teaching to the individual needs of learners. English language classrooms

are diverse places not only in terms where they are situated, but also in terms of individual

of the individual learners within each context” (p. 102).

Teacher must identify, diagnose and analyze the students´ needs before using

material in the teaching process. This step helps the teacher to incorporate a previous

knowledge that students have in order to design and apply materials to develop activities.

We demonstrate this as follows:

(Researcher 7, Journal, August 16th

2011)

“They really enjoyed it because it is a common game they usually play with friends

and the idea was that each child that lost had to say a place of the city, so they tried

to identify places that maybe they visited or they would like to visit”


The above evidence is related to the game, Duck, Duck, Goose, in which we took

into account a previous knowledge that students had with simple material through using a

common game for them. Besides, in data from conferences we could observe how students

perceived the use of simple materials and activities to develop the classes.

(Researcher 7, Conference, May 19th

2011) (Translated from the original version)

Therefore, we realized some aspects that were relevant for applying simple

material. For instance, they enjoyed common games in which we involved topics related

to current facts, their likes and related to their context. Teachers must be creative with

each material that is used in classrooms for every activity to have sense. However,

creativity does not mean that we must use technology, full color pictures or all kind of

audiovisual aids because at ASE we did not have those resources. With simple material we

could develop meaningful activities according to their context so that teachers could apply

all kinds of materials effectively according to the real needs that learners have.

Due to interactional activities a confidence bridge is built up that facilities

communication. It is important to generate a safe environment through activities that

constantly allow students to express them in a comfortable way taking into account several

elements. There are some factors that affect the students learning process as interest,

motivation, students’ attitudes, problem-solving skills, self-confidence and self-sufficiency.

Successes, self-confidence and motivation produce a relationship in which higher levels of

those elements increase success. Students having higher levels of self-confidence are more

“It was in a class in which the teacher put in our foreheads a paper with a name

from famous people and each had to guess their own name by asking questions.”


successful in solving problems that they confront (Owens, 2001). Therefore, through the

development of confidence in students, teachers can generate interactive activities, having

in mind that the teacher is a designer and supporter of the students learning process in

order to generate interactional environments (Grossen, 1994). One of the surveys applied

by the preservice teachers showed how interactive activities influenced students’

confidence as an example of the relation already mentioned.

Figure No.2, Question No 10 (Researcher 10. Survey, March, 2012) (Translated from the

original version)

A high percentage of the students evidenced in the course that they could express or

communicate their opinions with partners in a spontaneous way due to the kind of

activities that the teachers proposed.

It is important for teachers to promote interaction among students in class in such a

way they feel comfortable without pressure. Crookes (2003) stated that “Student-student

interaction and the possibility of students learning from each other, within context peer

relation (whether of children or adults) are obviously important” (p.169). Interaction

83%

17%

0%

Question 10 The activities in which you had to exchange

opinions with your classmates allow you to:Communicate in a more spontaneousway

Not communicate


allows students to feel comfortable and it promotes interchanging information because they

can teach and learn from each other. Bearing in mind the information above, we can see

how interaction influenced students’ attitude and promoted interchanging of information in

the following excerpt:

(Team No. 3, Conference, October 15th

, 2011) (Translated from the original version)

On the other hand, it is important to take into account the relationship between

confidence and communication since, the acquisition of a foreign language suggests that

more learning takes place when students are more engaged in relevant tasks than in

traditional teacher-led classes (Moss & Ross-Feldman, 2003). Therefore, communicative

activities allow students to find connections with what they learn and their experiences to

share information with their classmates in an interactional way and generate confidence to

facilitate communication.

Fifth team.

Team teaching for developing a lesson and understanding the teaching

dimensions. Team teaching consists of a cooperative work in which two teachers’ work

together sharing ideas about the material design, planning the lessons, and giving support

to develop the teaching process in order to understand the dynamics of the class. The

purpose of team teaching can have different goals such as improving the teaching and

“As we said in the class that we have done in our vacation, Saturdays, from Saturday

to Sunday and also what we have done about what do we want to be as adults.

I mean, as my partner said, about those past activities in which we had talk about a

picture or guess, so we have to exchange information and we like so much because we

know us each other and, we learn more from each other.”


learning process, or student’s evaluation. With that sense, Buckley (1999) stated “team

teaching involves a group of instructors working purposefully, regularly, and cooperatively

to help a group of students learn. As a team, teachers work together in setting goals for a

course, designing a syllabus, preparing lessons plans by teaching students together and

evaluating the results” (p.4). As we can see, team teaching involves different aspects

related to the class, and also previous aspects as planning the lessons. In our case we can

see this evidence as follows:

“I could notice that our work in team was important, because it was the first time that we

did our lesson together, we could share ideas, and I could learn how management the time.

We discussed different aspects of our class, and we tried to design our lesson according to

our comments. As a result we obtained an excellent feedback of the teacher Ximena. It

shows as our work in teams is more productive, and surely it is going to improve”) (sic)

(Researcher No 9, Journal, March 19th

2011)

The above excerpt is related to lesson planning, in which we worked in teams in

order to propose to fulfill students’ needs. In other words, during the planning we had the

opportunity to discuss our ideas, and needs around the class. It included aspects such as:

the topic and the way to present it, the material used in class, and the time to develop each

activity. The development of the lesson evidences in our case a clear work as a team.

The team teaching can include another kind of teamwork represented through peer

observation, it is when teachers work together during a class section, in which, one is the

actor and the other is the observer, in order to reflect about the positive and negative

aspects that emerged from the class. The main purpose of peer observation consists of

developing team work skills and enhancing the teaching practice from individual


development profession (Shaw, 1992). The result of the observation must be discussed at

the end of the class, where the observer and teacher talk about the development of the

class. This happened because the participants share a different perspective; it allows them

to discover other aspects that the teacher cannot evidence by himself. For that reason, the

role of the observer has an important place in team teaching. The evidence in the next

paragraph illustrates this explanation:

“Today I achieved to manage the time; it was due to the observations of my classmate

Caroline. She gave to me some advices before, when we planned our lesson she told me

that it was important to control the time, and also that I must not prepare much material”

(Researcher No 9, Journal, March 19th

2011)

Sometimes in our lessons we could not develop all the activities because we had

problems in time management, this aspect was something repetitive during the classes that

I could only prove from my partner’s observation

On the other hand, the material design is another element that emerged from our

team teaching work. It is the process in which the teacher creates or adapts material with

clear objectives to be applied in class (Graves, 2000). The material used in class must have

a sequence with the topics of the class, and also, it must be designed according to students’

needs because when the material is easy and enjoyable to students the activity can be

developed in an effective way. In the next fragment, we can evidence how a material can

affect the development of an activity when it is not designed in an appropriate way:

“When we prepared our lesson, we didn’t take into account about the design of the forfeits;

it was a problem because the students lost the rhythm of the class”

(Researcher No 9, Journal, September 17th

2011)


The above evidence is related to an activity called “dancing around the chairs” in

which we had difficulties because we did not prepare the forfeits that students should carry

out, it affected the development of the activity and students lost the interest in the activity

when they did not understand what to do. In that sense, material design must be created or

adapted with clear goals and organization in order for students to take advantages of their

learning process in the course (Graves, 2000). As we can see, one of the most important

requirements in material design is related with clear goals that teachers propose at the

beginning of the activities and their relationships with the course.

Moreover, the interaction inside the class is another important aspect in the teaching

process; it is the procedure in which teachers encourage students to participate in the

activities to establish communications among them; interaction involves social and

cognitive elements inside a context to be understood (Grossen, 2000). In addition, teachers

play a significant role in the interaction due to the fact that they are who generate activities

in which students can exchange information and rebuild their concepts. Although, it is

suitable to establish a relationship among students, it is also necessary to establish a

connection between students and teachers because in that way teachers can generate an

environment where students feel comfortable and they can produce their ideas inside the

classroom in a natural way. In that sense, the teacher’s participation represents an essential

role because the teacher also can share his personal experiences and students can feel that

teacher’s role is not only focus on students’ evaluation or as a guide in their learning

process, but also it involves the teacher’s participation to build and strengthen confidence

in order to students take advantages of that environment to learn and teach from the other

perspective. We could evidence this as follows:


“Another important point, it was Caroline was involved with the activities, when

they had to ask their classmates, she participated too in the activity, and they interacted

with her, in this aspect, I could notice that they are comfortable when they are working

with her, and it means that they have confidence, it is important in order to create a relax

environment and they speak in a natural way.”

(Researcher No 9, Journal, September 10th

2011)

The above evidence is related with life experiences, in which the teacher shared her

personal experiences about some movies that she saw, and her pet. The purpose of the

activity was to show students how they should talk about their personal life. The activity

had as a result the motivation from students to participate in class because they could find

common elements; for example the fact of having a pet or watching a movie. That kind of

experiences are related to students’ daily life where they can feel identified with a topic to

express their opinions. As we can observe, teacher’s participation encourages students to

take part in a class activity to state their thoughts. Besides, teachers can take advantage to

strengthen the confidence and explore deeply students’ communicative abilities.

Team teaching constitutes a fundamental work to understand the teaching

dimensions because teachers, who work together share ideas, create material, design

lessons from a cooperative perspective, and give feedback from observation work in order

to enhance the teachers’ performance.

Following, we are going to present the Macrocategory.


Macrocategory

The macrocategory presented below correspond to the data analysis carried out in

order to respond our research question “How can Reflective teaching based on team

teaching strategies inform about preservice teachers development at ASE foundation”. The

macrocategory Cooperative teaching strategies with teachers' critical reflections as peer

observation, self and peer - reflection, helped preservice teachers to understand and

enhance their performance emerged because we considered it involved the base constructs

developed during our research project.

Cooperative teaching strategies with teachers' critical reflections as peer

observation, self and peer - reflection, helped preservice teachers to understand their

performance. Cooperative teaching allows preservice teachers to work in pairs in order to

observe facts that occur in class reflect and analyze about them to design and plan activities

with the purpose to overcome those issues that affect class performance. One of the

strategies of cooperative work is planning the lessons, in which teachers design material,

look for and adapt materials to propose activities based on the students’ needs, likes and

background. Another strategy that is highly important in cooperative work is peer

observation; here the observer focused his attention on the problems previously identified

which is more supportive rather than evaluative, in other words the observe gets his

attention on the developing of the different event occurred in past classes with the purpose

of letting the teacher know about how his or her evolution has been.

Likewise, cooperative teaching is still being important when the observer starts

reflecting and assessing about the issues that happen in class. In this way, the observer

makes her or his own assessment and then he or she meets with the teacher who develops


the class to clarify and discuss aspects that occur in the classroom (Taylor & Head, 1997).

We can see the role of the observer within peer observation in the following excerpt.

(Researcher 7, Observation 5, October 15, 2011).

Thereby, cooperative work through peer observation enrich teacher development in

the sense that teachers take into account the recommendations given by the observer in

order to focus in the highlighted weaknesses to avoid that this happen again in the

development of the classes. Also, the teacher who develops the class makes his self

reflection in which has in mind the performance during the session to discuss later with the

observer, receiving feedback and making decisions. In that way teachers can evaluate

themselves about their own process and progress with the purpose of being aware of the

positive and negative aspects in the teacher performance.

Bearing in mind the information above, it is important to say that peer observation

and self reflection are directly related since they enrich the teacher development, in the

sense of following a sequence in the class, using proper material, handling real situation,

“…In this part of the class the interaction was good, but in some cases I could notice

that the teacher was focused in some students. For instance, if some of them asked

something to the teacher or if they had any doubt, He over students and tried to help

them, while the other part of the class started playing or doing other things. In some

cases, I think that actions are good for those students that need help, but what happen

with the other big part of the class?...” “We could realize that there are some factors in

which we must focus in order to improve our teacher development. For instance, some

students have a higher level and they usually answered almost all the questions and

most of the time want to participate actively and that is not wrong but the others

students can feel bored…”


having critical position in the different situation occurred in classes, and being careful at

the moment of implement a teaching method for learners, taking into account that all the

students have different learning processes. For instance, the teacher needs to be involved in

a continual research about how to teach. According to Tardif (2004), the teacher should be

in constantly research teaching knowledge in order to link those elements to their

experience. In that way the teacher is in continuously evolution due to they applied that

new knowledge to he or she classes getting confidence in their performance.

To conclude, cooperative teaching strategies based on critical thinking have great

relevance because those help preservice teachers to inquire constantly themselves about

how they are developing their process with the purpose of enhancing and understanding

teacher development.

Subcategories

During the data analysis we realized the macrocategory needed to be supported,

since emerged several concepts which were explained through subcategories that allowed

us to analyze, reflect and have a better understanding of the macrocategory.

Based on the analysis of collecting data, there are some common results to be aware

of.

Peer observation as strategy to modify and enrich communicative activities

that help us to develop an interactive environment. We realized through peer

observation we could have an overview of what was happening in the classroom in terms

of the kinds of communicative activities, where we noticed we did not realize some aspects

that should be taken into account. Thus, peer observation allowed us to reflect with our

classmate about the way we developed communicative activities. Therefore, we could plan


and make decisions to enrich the activities that generated an interactional environment in

which the whole participants of the class were involved. Bearing in mind the information

above, we can see how peer observation influenced communicative activities in the

following excerpt:

“When I talked to my classmate “the observer” about the class, she said: “I could see

students’ faces saying that they wanted to finish with this activity as soon as possible and

one of the students who had a good English level look at me like saying “those words were

too basic” I told Jennifer that I thought that activity would be more dynamic, because I

have heard that when a teacher apply this activity the students have fun and participate.

However, the way I did it was inappropriate.”

(Researcher 5, Journal, August 10, 2012).

According to the previous journal evidence, we can see there is a relationship

between the observations obtained about communicative activities in class and how we

faced them to make changes and enrich the way they were applied.

On the other hand, it is important to keep the relationship between communicative

activities and interactive environments since there are factors that influence this relation as

the active teachers’ role, students- teachers’ and students-students interaction.

First, the active teachers´ role and their relation to communicative activities involve

the use of mime, the body language and physical movement in the classroom. In addition,

teachers´ language must be one of the most essential factors in terms of communication

and interaction, when teachers use a language less complex and bear in mind the students’

context, learners can feel comfortable to develop an active and participative role inside the

classrooms (Harmer, 1998). Second, students- teachers’ interaction in relation to


communicative activities involves a communication sequence in which students and

teachers go beyond of asking and answering process by giving students a feedback,

allowing them realize about their weaknesses and strengths (Kumpulainen & Wray, 2002).

Third, students-students interaction related to communicative activities implies allowing

students to exchange information create and rebuild concepts (Holliday, 1985).

In this way, communicative activities and interaction environments are not isolated

each other; there is a relation between the class participants. That is evident in the

development of the learning and teaching process. Therefore, peer observation let teachers

see what was happened in the classes, also teachers’ performance, when they were

implemented communicative activities for encouraging interactional environments. Thus,

one of the surveys statements applied by the preservice teachers showed how frequently

students exchanged information with their classmates in the class activities as an example

of the relation already mentioned.

Figure No.3

(Researcher 9. Survey March, 2012). (Translated from the original version)

A high percentage of students perceived the importance given to the interaction


through activities in the classes, letting them get involve with the language but also with

the classmates, making enjoyable and contextualize time.

Developing critical thinking and self reflection to achieve expertise in the

classroom. Through the journals and observations preservices teachers had the chance to

express what they thoughts and understandings were in terms of teaching because we were

reflecting about what we did in the classroom. According to Dreyfus and Dreyfus, one of

the most important purposes to get expertise in the classroom is “by knowing how rather

than knowing that” (as cited in Tsui, 2003, p. 10). Thus, we realized that wondering

ourselves and having the capability of learning from our mistakes, preservices teachers are

able to constantly reflect on their practices.

There is another element called self-reflection that is a technique which is

commonly used in reflective teaching because it allowed teachers to go back to their

experience to see what they did in their classes and reflect about the positive or negative

issues that occurred in there. Consequently, we were emerged in the process of having

critical position in front of everything that happened in the class, as Cruickshank and

Applegate stated “thinking in alternatives ways of archiving goals and aims” (as cited in

Crooks, 2003, p. 181). Letting us understand why and how to face those difficulties

presented during classes in order to make a decision. According to the information above,

we can observe how critical thinking and self-reflection can influence our teacher

performance in the following evidence:


“I could see that when teachers are planning a reading is totally relevant see the

students level for applying it, also the kind of vocabulary it has, as the reading steps

as well .So, students don’t get upset mind or lost in the reading; teacher must be ready

to see students may not have any proper idea about what reading process involves.

Unfortunately most of them did not show enough manage of reading process”

(Researcher No. 5, journal, September 24th

, 2011)

According to the previous journals there is evidence that critical thinking and self

reflection strengthen the teacher expertise in the classroom due to the fact that there was a

previous experience that allowed the teacher rethinks what and how teacher did in the

classroom.

From the reflection above we could notice that the teacher started making changes

in his or her teaching process to know how to handle a similar situation. To support that

analysis the following excerpt shows us how experience increases expertise:

(Researcher No. 9, Journal April 30, 2011)

We can realize how the experience fits expertise when teachers are making rapid

interpretations or taking decisions in the classroom in case some of the activities would not

be working out as we expected. Expertise is that teachers accumulated memories of

numerous distinguishable situations as a result of their experience (Dreyfus & Dreyfus,

1986).

“Through a previous experience, I learnt how positive or negative feedback could be,

especially when teacher makes it in public, that is why for this activity I wanted the

students be aware about their own mistakes to fix them later. So, even when I knew

what were the mistakes ,I should not say anything in public .Honestly, I did not want

to hurt anybody feelings , and breaking up their learning process either .As a result, I

just decided to pick up all the papers, then writing the misspelling on the board to

make easier their understanding related to what they did wrong.”


In addition, knowing about what is our student’s context, needs or weaknesses must

be a priority for planning or modifying anything in our classes to encourage critical

thinking skills and often self reflection in our teaching process, with the purpose to make

the teachers think on problem-solving, reinforced their skilled memory and generate strong

self-monitoring (Frederisken & Glaser, 1990) that is part of getting expertise.

To sum up, be in favor of developing critical thinking and self reflection help

teachers to make changes, have more experience; handle different situations and growth

professionally having a critical thinking about themselves and the class events, let teachers

provide themselves a self monitoring of their work.

Figure No. 4. (Researcher 4, Survey March 2012), (Translated from the original version)

In the graphic above, it is clear that there was an important change in the end of the

course as result of some changes given in teaching lessons; teachers had to consider

students learning rhythm, needs and interest to plan any activity, also making teachers

aware that almost a half of people 43 percent of the students were not happy at all with the

topics proposed, especially the ones who had a lot of difficulties in speaking and listening

skills.


Conclusions

The education represents a value instrument for the society and for this reason is

fundamental in teachers’ development in order to enhance quality. Throughout this

research project we could evidence that teacher development is an endless process, so this

macro project was the product of our desire to understand how team teaching and reflective

teaching support teacher development process, for preservice teachers’ through reflection.

One of the most relevant conclusions was related to the team teaching and reflective

teaching strategies which allowed us to get different points of view about our teaching

process because we could recognize our weaknesses and strengths inside the classroom.

Therefore, we grew up as teachers identifying through the development of our journals and

observations the improvement during the classes; we reached some goals such as: the

appropriate performance of the classes with the suitable pacing; also our classes were more

communicative and we could identify some students’ attitudes that helped us to our

teachers’ enhancement.

Based on the micro categories an important conclusion we got is the importance of

teachers’ reflections that we developed inside the class bearing in mind the way in which

we were providing clearly instructions to students for different communicative activities

that at the same time they really like to do. This is how our confidence started growing in

terms of teaching because we learnt that having an overview of what was happening in the

classroom was useful as it let us build up a suitable planning, development and results of

each class session, meanwhile we provided a comfortable and interactive environment to

the students who felt relax in the learning process.

Our final conclusion is that throughout the research process, we focused our


attention in some relevant problematic that we found inside the classroom in order to

understand our teachers’ role, however, during the long process we realized that our

research project is the beginning for other research who want to continue with the

development of new strategies that will allow the enhancing the teacher´s performance.


Pedagogical Implications

The researchers suggest some pedagogical implications based on their experiences

after carrying out this research project which can be meaningful for teachers in general, but

especially for those teachers who are in preservice stage.

Teachers need to understand factors as the pacing process of the class, the students’

attitudes, students’ motivation and interaction among them, to facilitate communication,

produce positive processes in students learning and generate interactional environments.

Thus, teachers need to understand through the development of journals and observations

the improvement during classes. Therefore, teachers reach goals as: the appropriate

performance of the classes with the suitable pacing, develop communicative classes and

identify students’ attitudes to achieve teachers’ enhancement.

Research Limitations

Although this research was carefully prepared, we are still aware of its limitations

and shortcomings which made us our process more difficult. One of the limitations in this

macro project was related to team teaching strategies which requires to be careful in the

sense we did not work at the same rhythm, getting into agreement is not that easy as we

would expect, having different perceptions about the practicum and what it involves was

challenging, especially, when we as preservice teachers were planning a lesson, selecting

material and choosing type of assessment.

Second, at the beginning of the literature review process we worked the constructs

under isolated way, which make us misunderstood the whole process of using the theory to

respond to our research question. Thereby, we had the need to socialize all aspects that had

been developed during the research with the purpose to get involved with the theory found.


Third, when we as preservice teachers were analyzing who was the center of our

research question, we got confuse because we only focused on students learning process, in

spite of teacher development , as a consequence we moved away a bit of our research

question.

Finally, we were able to overcome those difficulties taking into account some

recommendations done by all members of our research's group and also our mentor who

gave us several elements for keeping in mind in our research project.

Aspects for Further Research

Taking into account the development of this project, the researchers make some

recommendations which can be taken in mind for further research related to the topic about

the use of reflective teaching based on team-teaching for the understanding the teacher

development.

First, the researchers suggested carrying out this research with different

populations, like expert teachers, and in any kind of classes in order to identify other

aspects which could contribute to a better understanding of the benefits to teaching by

using the reflection and the team-teaching method. Second, it will be relevant to observe

what the results could be for other researchers in order to build meaningful knowledge for

the educational field. And third, it is worthwhile to extend the research process, with the

purpose of identifying more aspects and analyzing in a deeper way the three main pillars of

our research and the several sub-topics that emerged in this research such as the effects of

pacing and communicative activities in the classroom. There will be different perceptions

and contributions for building a better understanding of professional development by using

various strategies such as reflective teaching or team-teaching.


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Appendices

Appendix A. Journal Example.

Journal No. 3, April 16th

, 2011.

This is my third class, and now I felt more comfortable and confident with my role

as a teacher because we have prepared more carefully our lessons taking into account the

communicative approach and the pacing of the class.

At the beginning of the class I inquired the students about the daily life routines

using the mimic and draws. This activity was interesting, funny and with a good rhythm

because each student passed in front for representing an action and all students participated

actively and enthusiastically.Another important point in this activity was that the

students not just had to represent a word instead each student had to recreate a

complete sentence which allowed the students think in the use of the language instead

the language as words.

I could notice that the movement of the class has improved for the reason that all

the students were attentive of the class and because of the activity which was according

with the students likes.

As a second activity I read a text about the Juan’s routine, the idea with this reading

was the students rewrite the story with their routine, however with this activity I could

notice that the pace of the class dropped because this kind of exercise needed more

attention from the students in terms of listening, and also the activity did not require a

physical movement from students and the activity either used visual aids. For these reasons

the students seemed bored, of course it was not a generality but at least 4 students did not

enjoy the activity. When I realized that the activity was not working I started to inquiry the


students about the reading and then some of them helped me to read. In this way the

students were involve into the reading activity and then the students could write a short

story about their routines using present simple tense without teach the grammar.

After that, the students had to develop some activities in internet including a

listening activity which was a video which allowed students to understand better the

story sequence. We chose this activity taking into account the Piagets' Stages of

Cognitive Development which the students from 7 to 11 years old are in the concrete

operations stage which means that they are able to follow a logical sequence adding

the visual element which is more striking for children. I consider this activity

definitely caught the students’ attention.

In this kind of activities the students could practice listening and reading skills

combining with a visual aids which was more interesting for the pupils because the

exercises were funny and colorful and these allowed the interaction between student and

activity.

Those activities showed me that actually the uses of ICTS because these provide the

students different elements to interact with the target language. Those elements are

striking because these are full of color, images, music and interactivity. It means that

the ICTS provide for students a different way to learnEnglish. However, in this class I

had some technical problems with the internet which allowed that students starting to talk

but as unusual issue they are talked about the topic and the activities. With this I could

say that every class we are improving our teacher role because we are including more

interesting elements and strategies for them.

At the end of the class Alicia and I could recognize a problem in my class


which was about the way that I use the board, because I wrote in the whole board but

disorganize somehow. For futures classes Alicia and I will try to be more organized in

order to students do not feel confusing with too much information on the board.


Appendix B. Observation Example.

Observation No 5, April 30th

2011

For this class Alicia and I decided to work in the students’ project which was

about United Kingdom music. As a first step Alicia explained the students what was the

project about in order to students could choose the group and the country. Finally the

students chose England group called GORILLAZ which is a virtual band.

For making this decision the pupils had to discuss about why or why not select this

group, which allowed us as teachers analyze and assess the speaking part. Furthermore I

could observe that students could develop collaborative work because each of them

prepared a part for the project.

At the same time I could explain some how about England and some cultural

aspects. With this activity I recall all the topics seen in class in order to talk about England,

of course I started the activity inquiry the students concerning of England and Gorillaz

band.

After that the students started to draw to Gorillaz working in groups of three pupils, they

were very happy because these activity was selected for them which means they were

enjoying the activity.

We were walking around the each group in order to answer some questions and

give advises and instructions. Also this activity allowed me to recognize if the students

were applying the collaborative work for their project. This, because it is necessary to

promote this kind of work in order to students become more responsible, respectful and

tolerant with the point of view of the others, and the most important thing is using the

collaborative work the students could increase and organize their knowledge about


specific topic in order to produce something new.

Besides, for developing the project we used music in order to create a different

environment of class because the students felt more relaxed and they did not feel they were

in class, in this way the ideas flowed naturally without any pressure.

Team teaching

This class was focused in a project about England by using music as a resource. In

this project we definitely use the interaction and a communicative way to approach to a

subject because the students were able to share information and use the language in a

relaxing way.

Chart N°3. Color coding conventions

Conventions COLOR

Communicative Approach Yellow

Pacing Blue

Evaluation Red

Assumptions and believes Green

Critical Thinking Orange

Feedback Pink

Cooperative Work Grey

Interaction Brown

Students Attitudes Purple


Appendix C. Survey Form.

Survey June 14th 2011

FUNDACIÓN ALIAZA SOCIAL EDUCATIVA

Grupo:

Niños ______ Adolescentes______ Adultos______

Responda las siguientes preguntas de acuerdo a las opciones de

respuesta:

1) Durante la realización del curso tuviste la oportunidad de hacer juego de roles y/o

situaciones en las que pudieras conversar con tus compañeros

a) Siempre

b) Frecuentemente

c) Ocasionalmente

2) En qué momento tuviste mayor oportunidad y facilidad de expresar tus opiniones

en clase.

a) Al inicio del curso

b) A la mitad del curso

c) Al Final de curso

3) Intercambiaste información con tus compañeros a través de las actividades propues-

tas en clase.

a) Siempre

b) A veces

c) Nunca

4) Los temas estudiados generaron la necesidad de aprender diferentes elementos.

(vocabulario, estructuras gramaticales y pronunciación)

a) Si

b) No

c) A veces

5) Consideras que las actividades propuestas al final del curso fueron de tu interés.

a) Siempre

b) A veces

c) Nunca

6) ¿Durante las primeras clases el profesor te ánimo a tomar la iniciativa para

establecer interacción con tus compañeros de clase?

a) Si


b) No

c) A veces

7) Durante las primeras clases el profesor realizó actividades:

a) En donde sólo escribiste

b) Sólo interactuaste con tus compañeros

c) Solo escuchaste al profesor

8) Tú preferiste actividades en las cuales:

a) Interactuaste más con tus compañeros

b) Trabajaste mas de manera individual

c) Sólo interactuaste con el profesor

9) Las actividades que se desarrollaron durante las últimas clases fueron:

a) Actividades en donde estableciste más comunicación con tus compañe-

ros de clase

b) Sólo presentaste actividades de tipo escrito

c) Actividades en las cuales el profesor evaluó más tu desempeño.

10) Las actividades en donde tuviste que intercambiar opiniones con tus compañeros te

permitió:

a) Comunicarte de una manera más espontanea

b) Comunicarte de una manera menos espontanea

c) No pudiste comunicarte

11) Considera usted que el desarrollo de las clases fue:

A. Rápido______

B. Lento_________

C. Otro ¿Cuál?____________________

12) Durante el desarrollo de las clases los profesores lograron captar su atención de

manera:

A. Alta___________

B. Media _________

C. Baja___________

13. Considera usted que la interacción entre usted y el profesor durante las clases fue:

A. Excelente ___________

B. Buena _________

C. Regular___________

14. La actitud de los profesores durante el desarrollo de las primeras clases fue:

A. Activa____________


B. Pasiva____________

C. Otra. ¿Cuál?______________

15. Considera usted que el tiempo de desarrollo de las actividades fue:

A. Extenso

B. Medio

C. Corto

16. Escribe cómo fue el desempeño de tu profesor durante las clases, toma en cuenta

los siguientes aspectos: (El dominio de los contenidos por parte del profesor, la actitud

del profesor, la preparación de las clases, el material presentado por el profesor y las

actividades desarrolladas en clase)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

17. ¿Qué tipo de actividades te gustaría encontrar en la clase?

a) actividades en las cuales tú puedas participar más

b) actividades en las cuales tú puedas comunicarte más con tus compañeros

c) actividades en las cuales tú puedas escribir más.

18. Cuáles de las siguientes actividades no te gustaría hacer en clase:

a) Talleres escritos sobre comprensión de lectura

b) Exposiciones y presentaciones de tipo oral

c) Ejercicios de escucha. (listening activities)

19. Cuáles de las siguientes actividades te gustaría hacer en clase:

a) Talleres escritos sobre comprensión de lectura

b) Exposiciones y presentaciones de tipo oral

c) Ejercicios de escucha. (listening activities)


20. ¿Cuáles de las siguientes actividades no te gustaría hacer en clase?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

____________________________________


Appendix D. Survey Applied

Figure No.5., Survey applied on June, 2011


Appendix E. Conference.

Conference November 15th, 2011

1). Necesitamos que ustedes nos den su opinión sea mala o buena, necesitamos saber la

verdad

2).bueno? entonces nosotros les vamos a ir haciendo como unas preguntas que les parece y

3).ustedes nos van respondiendo. por ejemplo; cuando nosotros le damos a ustedes las

4).instrucciones, cuando empezamos una actividad para ustedes es clara o que dificultades

ven o

5).no siempre…(PA)

6). Pues, yo personalmente, yo creo que ustedes lo hacen bien, yo creo que es mas de cada

7).persona si quiere poner atención o no a la clase, (PA)

8). Voz en el fondo si

9). Entonces pues ósea pues por lo menos unas veces entienden pero hay otras que no

porque no

10).le colocan el mismo interés a la clase… pero a mí personalmente me parecen buenas.

Ja ja ja

11).Por ejemplo el tema que estamos manejando ahorita nosotros que es en cuanto a

12).contaminación si se dan cuenta nuestras clases no han sido presente pasando y

futuro, sino

13).que estamos tratando de mezclar la contaminación y tratando de enseñarles

vocabulario a

14).ustedes ese tema si les ha gustado o a ustedes les hubiera gustado no se mejor

manejar otro

15).tema, o se han sentido incómodos con este tema o ha sido fácil …

16).Estudiante 2: si porque ha sido más personal no es lo mismo como pasado y

futuro sino que

17).E3 y usamos el diccionario

18).E2 tenemos una temática que es la que vamos a trabajar. (IN)

19).Por ejemplo cuando nosotros le traemos a ustedes el material, ustedes creen que

lo tenemos


20).listo o nosotras improvisamos un poquito.

21).Estudiante 1: Esta listo porque lo impresan a color. Je je je

22).E2, se nota mucho que si está listo que son copias que nos involucran. (IN)

23).Y por ejemplo ustedes han intercambiado información con sus compañeros cuando

hemos

24).tratado los temas o simplemente lo han utilizado para ustedes, creen han aprendido o

han

25).utilizado el vocabulario y han intercambiado con sus compañeros

26).Si

27).Patty, Si, porque? Por ejemplo.

28).E2: por ejemplo “Alejandra” j aja ja

29).Si cuéntanos tu caso

30).E2: Comparte tu experiencia

31).E1 No pues haber, no se.

32).Oiga si solo Alejandra

33).R2: muchachos ustedes muchachos.

34).Por ejemplo ustedes si han utilizado el vocabulario que le hemos enseñado? Cuando…

con sus compañeros

35).Si

36).En que caso?

37).E1: ósea espérate con compañeros de acá? O compañeros externos .

38).Por ejemplo aca. Lo has utilizado?

39).E1: yo si

40).Y externos?

41).E1: también, claro porque pues mi colegio es medio bilingüe, entonces uno

aprende mas. Haaay. Ja ja ja, dije medio. (IN)

42).Y ustedes creen que cuando tienen alguna pregunta es mas como, alguna vez le has

parecido que hemos llegado como de mal genio y

43).E4: si j aja j


44).E1: no mal genio, maldadosa

45).E4: si si si

46).E1: no mentiras no,

47).E2: no

48).Digamos les hemos respondido mal

49).E2: no no no (SA)

50).No te preocupes si piensas eso

51).E1 no j aja ja

52).O digamos cuando nos hacen una pregunta como que nosotras no les respondemos o

siempre han creído que han tenido una

53).retroalimentación por parte de nosotros… o alguna vez ha sentido no no me dijo al fin

o nunca me dijo

54).E1: osea yo creo que que todos preguntamos y por más de que, como decirlo, ósea

ustedes, no espere, ya ya ya uno uno le preguntan a

55).ustedes y ustedes les responden osea con ejemplos digamos los responden con

claridad y a veces esa persona no entiende realmente (IN)

56).están diciéndolo en ingles pero ustedes lo hacen más más fácil y además de que

ustedes le colocan ese entusiasmo y el trabajo

57).El chiste siempre

58).E1: exacto como el chiste sea agradable

59).A ella lo que le gusta es el chiste ja ja ja

60).Entonces les ha agradado como los hemos corregido

61).E1: siiiii (SA)

62).Pero entones cuando otro compañero lo corrige a ustedes se han sentido mal?

63).Todos los entrevistados: nooooooo. (SA)

64).E1: Hay perdón.

65).Todos los entrevistados: j aja ja

66).Porque no creen que no se sienten mal cuando se corrigen entre ustedes

67).E5: porque hemos trabajado directamente


68).E1: y además uno tiene como más confianza (SA)

69).E5: Claro

70).E1: a veces uno no lo hace como cree, sino es por el bien de todos. Heeee

71).Ustedes me dijeron que han mejorado cierto? Digamos en que aspectos creen que han

mejorado.

72).E1: en la fluidez

73).Fluidez para que?

74).Todos los entrevistados: para hablar

75).E2: en los verbos.

76).E1: para escuchar también, osea ustedes hablan hablan hablan y uno ya tiene lo

uh uh uno recibe, capta el mensaje.

77).Le gustaría que tuvieran más actividades osea donde tuvieran mas que hablar? Entre

ustedes

78).Todos los entrevistados: siii.

79).OK. Una pregunta cuando nosotros tenemos para hacerles a ustedes una observación,

ustedes como que consejos nos darían para hacerlo,

80).que lo llamemos uno por uno o a ustedes le gustan que nosotros sigamos corrigiéndolos

delante de todos sus compañeros.

81).Todos los entrevistados: delante de todos.

82).E1: pero osea yo creo que osea yo creo que depende de que asunto estemos

corrigiendo, porq1ue digamos el que le diga nose pueden que

83).le digan a Laura nose si por ejemplo Laura no se dice nose que sino se dice a y

eso sinifica

84).Pero eso es la forma como te corrige

85).E1: exacto eso talvez yo o cualquier persona se puede sentir mal pues porque los

demás y nosotros sabemos que molestamos al otro

86).como how do you say. Como se dice ja ja ja

87).Igual eso así me parece bien que los corrigen asi porque de todas formas el error

de ella uno aprendo pero lo que estoy diciendo en cuanto

88).al asunto osea digamos tu no le puedes decir ami o de forma general oye tienes

que cambiar no se que porque aveces uno se puede sentir


89).mal, por eso estoy diciendo depende del asunto, ya si es para corregir algo de la

temática de la clase claro porque eso nos nos

90).E6: ayuda

91).E1: nos ayuda a todos

92).Alejandro pero osea que tu estas hablando mas osea de la actitud como nosotros

corregimos.

93).E1: osea por eso es lo que estoy diciendo, depende de la actitud

94).E7: si lo personal fuera de la clase

95).OK, otra pregunta , alguna vez se han sentido mal cuando un compañero los ha

corregido?

96).Todos los entrevistados: j aja ja Alejandra

97).Se han sentido mal?

98).Todos los entrevistados: no no no

99).Cuando nosotros lo corregimos, alguna vez digamos cuando Jennifer o yo los corrijo

alguna vez se sintieron mal en cuanto a eso?

100).Todos los entrevistados: no, no no

101).Piensan que ha sido bien, mejoro empeoro o quedo igual?

102).E1: mejoro je je

103).Todos los entrevistados: je je je

104).Alguna vez nosotros los hemos como irrespetado o se han sentido como irrespetados

por parte de nosotros digamos como nosotros

105).utilizamos el chiste para corregirlos.

106).E2: Mrs bee je je je

107).Entonces se han sentido alguna vez como irrespetados?

108).Todos los entrevistados: noooo

109).E2: yo creo que aquí todos tenemos claro el respeto y el uso que se debe dar cada

uno.

110).Y cuando ustedes nos hace una pregunta como creen que es nuestra actitud, no

queremos responder o que mamera que nos este

111).preguntado eso .


112).E2: pero es que aveces como de ocho preguntas cansan. Ja ja ja

113).O los hemos regañado por preguntar algo

114).Todos los entrevistados: noooo no

115).Pero si han sentido llamados de atención cuando ya mucho cansones.

116).E1: pero es que eso es normal

117).Bueno eso ha sido todo por hoy, alguna sugerencia?

118).E1: que sigamos con los indirectasos j aja ja

119).Todos los entrevistados: j aja ja

120).Algún cambio de tema? O quieren seguir trabajando con el mismo

121).Todos los entrevistados: con el que estamos

122).Creen que estamos bien como lo estamos trabajando?

123).Todos los entrevistados: siii

124).A listo ya nos vemos.


Appendix F. Data Analysis Example.

1. Durante la realización del curso tuviste la oportunidad de hacer juego de roles y/o

situaciones en las que pudieras conversar con tus compañeros?

Chart N°4. Tabulation question No. 1 (Researcher 10. Survey, March, 2012)

Figure No.6., Question No 1 (Researcher 10. Survey, March, 2012)

According to the first question the statistics show that most of the students had the

chance to work in different situations in which they could exchange information, practice

the language in a natural and spontaneous way also finding in the real context a relevant

sense; However, it was not as much as we expected it, bearing in mind that just a few

percentage of the students did not feel comfortable doing it at all.

Siempre Frecuentemente Ocasionalmente

1 5 1


2. En qué momento tuviste mayor oportunidad y facilidad de expresar tus opiniones

en clase:



The graphic lets us know that evidently the English class had changes through the

whole course. Initially, the majority of students did not see enough communicative

activities that gave them the chance to express their ideas but with the time we could see

there was a significant learning progress coming from the middle of the course, most of the

students considered that the class offered them new opportunities to express their opinion

freely at that time. But in the end unfortunately, they could not have much time to do it

Al inicio del curso en la mitad del curso al final del curso

2 5 0


frequently cause of the tests.

3. Intercambiaste información con tus compañeros a través de las actividades propues-

tas en clase:


Siempre A veces Nunca

4 3 0


Statistics said: A high percentage of students evidenced in the course ,the importance

given to the communication during the classes, taking it as a tool to increase their learning

always ,because it led them getting involve with the language but also with the classmates,

making enjoyable and contextualize circumstances ,even though; a few of them had

another conception about the class and its development.


4. Los temas estudiados generaron la necesidad de aprender diferentes elementos. (Vo-

cabulario, estructuras gramaticales y pronunciación).


Si No A veces

4 0 3

Figure No.9. Question No 4 (Researcher 10. Survey, March, 2012)

According to question four, the topics worked during the course were a bridge to

look for another thematic that helps English learning process be faster and effective in spite

of keep down in traditional class strategies, turned it into a good option to improve their

own knowledge. However, some students have expressed that the opportunities were not

enough to cover their needs maybe it was just a fact of their lack of interest for improving

themselves, they were expected to get everything coming from the teaching process.

5. Consideras que las actividades propuestas al final del curso fueron de tu interés



Siempre A veces Nunca

4 0 3

Figure No.10. Question No 5 (Researcher 10. Survey, March, 2012)

It’s clear that there was an important change in the end of the course as result of a

hard work in teaching lessons, even though; we had to consider students learning rhythm

and intelligences to plan, which let us know that almost a half of people were not happy at

all with the topics proposed, especially for the ones who had a lot of difficulties in

speaking and listening skills that were reinforced frequently because of the method used

"The communicative approach.


Appendix G. Triangulation Example.

Chart N°9. Triangulation chart, first phase

PATTERNS EVIDENCES THEME 1 THEME 2

The students to started to ask about all imaginable ideas and they developed a good exercise of speaking.

This activity was useful for us as teachers because we always must be prepared to answer quest ions. The students think that we must know everything and is our responsibility to give

them the best of ourselves.

The first step was organizing the students; it means that teacher assigned to every kid its chair. These kinds of measures are necessaries when student are difficult to control and this

morning was very difficult , and my partner and me had talked about changes of the way to organize the class, for these reason the class was in a semicircle.

We could notice that student really were excited with the project, because when it was the t ime to take a rest, they did not want to go out of the classroom. We used music and they

felt very relaxed with the activity. Besides we can evidence cooperative work, and the class was developed in an environment of creativity and respect.

An adequate motivation improve

students attitudes

In the graphic we can observe that the students considered that the classes had a high level of comunication among the students

The results show us that students at the beggining of the coursse the teachers applied communicative activities and they could interchange and partipated in class.

The results shows us that students prefer communicative activities in which they can interact with the other people instead of individual activities. It means that communicative approach is a good tool for the students

because fullfill their expectations.

The graphic show us that at the end of the course the major of the activities were established to improve more comunications between students. However also the teachers did some evaluations in order to prove if the y

were able to use the language in a context.

Those results show us that the objective of the class which was improved the interaction between students through communicative activities was achived.

The results shows that students felt that there was an adecuate interchanged with their classmates by using communicative activities. However there were some students that felt that some activities did not allow

interchange activities .

The graphic show us that students prefer activities in which they can interact with their classmates intead of individual or magistral classes

This graphic shows that students prefer activities in which they can interact using the language inteast of listening exercises or writing exercises.

This graphic shows that students prefer presentaciones in which they can interact intead of writing exercises or listening activities.

The graphic shows us that the interaction between students and teachers was excelent. It means that teacher had a good disposition, the managemente of the class was adequate and allowed the flow of the class

This graphic show us that the activities in the class allow the students interact in a spontaneous way which means that the movement of the class was confortable for them, so they felt more confidende using the

language in context.

This graphic show us that students perceived that classes were fast , however , we as teachers recongnize that we applied several short activities in the same class in order to improve the movement of the classes and the

students did feel bored.

The graphic shows that students perceive the develop of the classes in a good way because the pacing of the class allowed that all the activities were completed .

Si claro, como no, si yo tuve que describir a Nicolas

Cuando hicimos la actividad del dibujo, del monstruo, en la que teníamos que describir

-Si a mí me pareció algo chévere porque era algo diferente, fuera de la rut ina.-

OBSERVATIONS

AND JOURNALS

Another important point in this activity was that the students not just had to represent a word instead each student had to recreate a complete sentence which allowed the students

think in the use of the language instead the language as words.

In the reading part we also used images; the activity was a match among the descript ion text and the image. In this case the images also helped the students recognize and relate

some vocabulary with an image. This process is important because the students could remember not just a word and its meaning but they could recognize the object. 1.

If the teacher implements

communicative activities the pacing

of the class will be improved.

Today the class started with children very lazy; all kids did not want to do anything, so the teacher did some exercise of stretching. The kids arrived without the intent ion of study and

teacher must encourage them to do it .

How can I include better activit ies in order that students improve their communication, because I realize that maybe we are using activit ies in the same way that we learned in our

t imes of school, so we need to transform our mind and find the best way to include the communicative approach.

This graphic shows that we as teachers could catch the attencion in a high level . It means that the manage of the class was properly.

The graphic show us a good result because all students though that we as teachers did a good job in order to improve their communicative interaction wich means that students learn to use the language in a adecuate

context intead of do a repetitive and gramatical classes.

This graphic demostrated that teachers'attitudes at the beginning of the class was active, it means that students perveive in a positive way the activities and diagnosis that we did .

The graphic show us that the kind of activities prepared in class generated a high interest by students for learning differents items like vocabulary, grammar and pronunciation. We could say that activities proposed in

class achived the goal which was that the students awaken the interest by different language elements.

This graphic shows that students enjoy playing and for that reason the elements that they proposed were related with plays and technology because those tools caught students' attention being more in contact with

their context.

Y esa le parece que les ayudaba a hablar

-Sí, definit ivo

Ah sí chévere porque el que oía… uno est imulaba ósea aprendía más a escuchar y cuando uno la decía aprendía a pronunciar

Understanding the

pacing process,

teachers can

implement

communicative

activities that

promote the

interaction among

students and

teachers

Motivation promote a good

attitude into the class

At the end of the class we were sat isfied with the activit ies because we realized that student enjoyed the activity and the students used the language in a spontaneous way because

they were involved in the development of the exercise since the beginning.

According to the strategies that the

teacher includes in the classroom,

the development of communicative

activities will be successful which at

the same time will promote the

interaction among the students and

teachers

OBSERVATIONS

AND JOURNALS

SURVEYS

OBSERVATIONS

AND JOURNALS

The students' attitudes are

delimited by the motivation

provided by the teachers.

SURVEYS

Pacing is a tool to introduce any

communicative activityCONFERENCE

CONFERENCE

Understanding the

motivation of the

students, teachers

can affect in a

positive way the

behavior toward

the classes

If the teacher implements

communicative activities the pacing

of the class will be improved.

OBSERVATIONS

AND JOURNALS

SURVEYS

Improving teachers skills taking

into account the pacing like a tool

to develop communicative activities

SURVEYS

Thinking in the flow of the class

taking into account the attitudes

and how we can encourage

students


Appendix H. Triangulation Second phase example.

Chart N°10. Triangulation chart, second phase

Microcategories Subcategories Macrocategories

Understanding the pacing process facilitates communicative

activities which promote the interaction among students and

teachers.

Understanding the factors that affect students’ attitudes toward

the class, teachers produce a positive process in students

learning.

Classroom management for enhancing students’ motivation in

learning and pre service teachers’ growth in teaching.

Peer observation as a strategy to modify and

enrich communicative activities that help us to

develop an interactive environment.

Teachers’ reflections enhance expertise in the classroom. Developing critical thinking and self-reflection to

achieve expertise in the classroom.

Teachers get a better understanding of learning process if they

modify or change any strategy.

The manner teachers let students know their mistakes could be

an important beginning or a breaking up in the teaching process

Team teaching for developing a lesson and understanding the

teaching dimensions.

The material and environment chosen in class proposed by

teachers are part of teacher´s skills when they understand what

the class aims, needs, are and results expected,

Simple and contextualized resources in class become meaningful

and practical for teachers.

Collaborative teaching strategies with teachers' critical

reflections as peer observation, peer and self- reflection,

helped pre-service teachers to understand and enhance

teacher performance.

understanding efl preservice teachers´role

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