Examinando por Materia "Motivación en educación"

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    PublicaciónAcceso abierto
    Filmmaking in the classroom : fostering motivation and intercultural awareness of intermediate EFL students through multimodal pedagogies at Institución Universitaria colegio mayor del Cauca
    (Universidad del Valle, 2024) Flórez Quintero, Julián; Álvarez Valencia, José Aldemar
    This proposal focuses on analyzing the impact of the implementation of filmmaking in the EFL classroom. This research was carried out with intermediate ELT students enrolled in the English program at Institución Universitaria Colegio Mayor del Cauca. It is proposed a methodology based on multimodal pedagogies, in which students make sub-products through different modes of communication in order to articulate the final product, a short documentary. Regarding the data collection there was an initial survey, a teacher‘s diary, student's artifacts and a focus group. Through the implementation of the pedagogical proposal it was found that filmmaking (audiovisual production) had mostly a positive impact on students‘ motivation towards language learning and intercultural awareness. This research can serve as a reference in terms of methodology and tools, in order to increase motivation of language learning, as well as to improve the lack of intercultural awareness on communities like the one identified previously in this study.
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    PublicaciónAcceso abierto
    Motivating and demotivating factors and self-efficacy of EFL university teachers after the Covid-19 pandemic : a case study at Universidad del Valle
    (Universidad del Valle, 2024) Muñoz Rangel, Juan Camilo; Pedroza Henao, Daniela; Chamorro, María Eugenia
    ABSTRACT: Motivation has been considered as one of the factors that affect teachers’ practices, performance and self-efficacy. During the Covid-19 pandemic, many language teachers faced challenges that affected their motivation and language teaching practices, including the lack of technology, online teaching and the lack of academic and mental health support. However, little is known about teacher motivation after the Covid-19 pandemic. It is unclear how teachers overcame difficult situations or changed their practices and how their motivation and self-efficacy was affected by the new normality. Investigating teacher motivation after the pandemic is important to identify the factors that motivate and demotivate language teachers and their view of self-efficacy (i.e. performance and practices) after transitioning from virtual teaching to face-to-face and hybrid interactions. This qualitative case study, therefore, investigated the motivating and demotivating factors and self-efficacy of a group of 22 EFL teachers at Universidad del Valle after the Covid-19 Pandemic. The study adopted Dörnyei and Ushioda (2011) and Ryan and Deci’s (2000) model and categories of motivation to identify which factors influenced language teacher motivation at their workplaces after the Covid-19 pandemic. Data were collected through a closed-ended questionnaire administered online to 22 lecturers and a follow-up semi-structured interview with 10 lecturers. Qualitative data were analyzed using content analysis. Findings indicate that intrinsic factors, such as teaching vocation, interest in ongoing learning, self-esteem, and pleasure and satisfaction of teaching, along with extrinsic factors, such as face-to-face interactions, and flexibility in teaching methods, motivated these teachers after the pandemic. Conversely, extrinsic factors, such as heavy workloads, lack of mental health support, and limited support from and relationship with colleagues were demotivating. Student feedback and attitude towards the class appeared as being motivating for some teachers and demotivating for others. Additionally, teachers believe there is a strong relationship between motivation and self-efficacy, and that it can be positively or negatively affected by feedback and relationships with students and academic staff and the teachers’ critical view of their own work. However, this factor does not hinder the quality of education they provide, in their view. These findings suggest that social interactions and vocation during the post-pandemic helped EFL lecturers maintain their motivation. From these findings we can conclude that while intrinsic factors are crucial for sustaining motivation, supportive extrinsic conditions are also essential for an optimal teaching environment. These findings suggest that validation from colleagues and students, teachers’ self-perception, and motivation are important to be effective at work. Even though motivation has an important role in teachers’ perceptions of self-efficacy, it is not the only factor that affects their performance and the overall quality of education. The findings of this investigation are relevant to our context and other similar contexts because they contribute to our understanding of the intrinsic and extrinsic factors that influenced EFL university teachers after the Covid-19 pandemic, particularly in our research context. If teachers are motivated, they might have a positive impact on their teaching practices and their students’ learning. Implications of this study’s findings are discussed in regard to the strategies needed to increase teacher’s motivation at their workplace after the Covid-19 pandemic.
  • Miniatura
    PublicaciónAcceso abierto
    Se hace camino al andar : alta permanencia y persistencia en estudiantes con apoyo socioeconómico, Universidad del Valle 2010-2021
    (Universidad del Valle, 2023) Vergara Buriticá, Estefanía; Torres Victoria, Liliana Patricia
    Esta investigación analiza los fenómenos sociales de la Alta Permanencia y la Persistencia en los estudiantes con código 2010 y apoyo socioeconómico de, la Facultad de Humanidades, Facultad de Ingenierías y el Instituto de Educación y Pedagogía en la sede Cali de la Universidad del Valle durante el período 2010-2021, centrándose en la caracterización de la población objetivo a partir de variables demográficas, socioeconómicas y académicas; la comprensión de las motivaciones y experiencias del estudiantado y el análisis de la relación presente entre el apoyo socioeconómico y las condiciones académicas y socioeconómicas de los estudiantes que presentaron esta cualidad en su trayectoria educativa durante la temporalidad abordada. La estrategia de integración metodológica a través de la cual se abordó la problemática pretendió hallar una mirada complementaria de la realidad a través del uso fuentes cuantitativas, con las cuales se realizó un análisis de bases de datos agregados, y fuentes cualitativas partiendo de la perspectiva teórica del enfoque histórico cultural del psicólogo ruso Lev Vigtosky, el modelo interaccionista de persistencia estudiantil del sociólogo Vince Tinto, la teoría integradora de la motivación humana del psicólogo Diego Jorge González Serrano y la teoría sobre la experiencia del filósofo Jorge Larrosa. Entre los hallazgos de la investigación se encontró que, la motivación de transformar las condiciones de vida económicas y familiares fue una mezcla de intenciones de la personalidad y aprendizajes construidos por los estudiantes en su relación con el medio sociohistórico; y los estudiantes construyen discursos contrapuestos a lo institucional e interpretan que desde una visión ideal la universidad establece los tiempos para la graduación, pero su experiencia no corresponde con ese estándar, por lo cual concluyeron que la Alta Permanencia les permitió graduarse. Como alternativa de intervención en esta problemática, se propone que desde las coordinaciones de los programas académicos, las iniciativas de consejería estudiantil y el programa de apoyo socioeconómico, se realice un trabajo más articulado y se diagnostiquen los casos de estudiantes con Alta Permanencia desde segundo semestre para buscar alternativas según la particularidad de cada caso; un acercamiento a las prácticas y métodos de evaluación de los docentes y mayor control sobre los tiempos de revisión de los trabajos de grado.