My learning as a novice teacher: an auto ethnography

dc.contributor.advisor	Rosado Mendinueta, Nayibe
dc.contributor.author	Salas Retamoso, Mayra Alejandra
dc.date.accessioned	2018-08-28T20:57:05Z
dc.date.available	2018-08-28T20:57:05Z
dc.date.issued	2018
dc.identifier.uri	http://hdl.handle.net/10584/8128
dc.description	The main objective of this research was to raise awareness of teacher learning influenced by a new teaching context. In order to do so, I conducted an auto ethnography in order to identify the features that could be considered new learning during the first month in the new institution. Teacher journals were kept throughout the same period, including post lessons reflections; document analysis of lesson plans related to a week period was also conducted. Then, data was compared according to the day (lesson plan, observation and reflection of the day). Results showed emerging awareness on topics such as flexibility, teachers’ cooperative work and decision making.	es_ES
dc.format	application/pdf	es_ES
dc.language.iso	eng	es_ES
dc.publisher	Universidad del Norte	es_ES
dc.subject	Personal docente -- Formación profesional.	es_ES
dc.subject	Inglés -- Enseñanza -- Estudiantes extranjeros	es_ES
dc.title	My learning as a novice teacher: an auto ethnography	es_ES
dc.type	masterThesis	es_ES
dc.rights.accessRights	openAccess	es_ES
dc.type.hasVersion	acceptedVersion	es_ES
dc.publisher.program	Maestría en la Enseñanza del Inglés	es_ES
dc.publisher.department	Instituto de Idiomas	es_ES
dc.creator.degree	Magister en la Enseñanza del Inglés	es_ES