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Saturday 11 April 2015

VOICES: 1st CONGRESS ON TEACHERS RESEARCHING ON OTHER TEACHERS´ OF ENGLISH VOICES


VOICES:


1st CONGRESS ON TEACHERS RESEARCHING ON OTHER TEACHERS' OF ENGLISH VOICES


24 April- 08 May 2015


CALL FOR ABSTRACTS 

The First Congress on Teachers Researching on other Teachers´ of English Voices invites teachers- to-be to submit abstracts to participate.


CONFERENCE THEMES

  • Their own image as teachers of English
  • Motivation to teach
  • Biographies
  • Autobiographies
  • Access to post-graduate studies

KEY DATES

Registration closes on 07th May 2015

Registration in NOW open: 12th April 2015

Registration is essential to participate to the Congress.

In order to confirm their participation in the program they are kindly requested to register as soon as possible to this blog.

CALL FOR ABSTRACTS - HOW TO SUBMIT

A. Guidelines for abstract preparation 
1. Abstracts can only be submitted in English. 
2. Abstracts cannot exceed 300 words. Letter type Verdana size 9.
3. The title should clearly identify the content of the abstract.
4. Please indicate the presenting author or authors 
5. Please remember that authors’ names and affiliations must always be written in the same way. 
6. The theme from among the 8 listed above should be indicated clearly. 
7. The abstract should contain the following: a) Title, b) Author(s), c) Affiliation(s), d) The purpose, claearly stated (theoretical /educational) context of the presentation, e) A brief description of the participants, materials and methods used (i.e. of research, teaching or evaluation), f) A conclusion that underlines the new dimensions or unpublished results of the presentation 
8. No images can be submitted.
9. Bibliography should be included and APA style respected.

B. Abstract submission 
All abstracts must be submitted by the deadline 24th April 2015 at midnight . All authors  per submitted paper must be registered for the Conference. Abstracts for which no author has registered for the conference will not be included in the Abstracts Book. 

Include language presentation preference: English, Portuguese, Spanish. 


C. Conditions of Acceptance 
Authors should ensure that the abstracts are written in an acceptable standard of English, be carefully edited and proofread.

The content and literary standard of submitted abstracts are the author’s responsibility and cannot be corrected after submission.

All abstracts will initially be reviewed, graded and accepted or rejected by the Teaching Committee: they reserve the right to determine whether a submission is accepted or if it has to be set in an alternative thematic session which may imply failing Investigacion IV.


C.1 Confirmation of Receipt of Abstracts
There will be sent an acknowledgement via e-mail to confirm that an abstract has been received and accepted. Notifications of acceptance will be sent up to 25th April 2015 .

C.2 Publication of Abstracts
All abstracts accepted for oral and poster presentations will be published in the Conference Abstract Book. Please note that there will not be a separate book of proceedings. 

Please note: 


1. All abstracts must be prepared according to the guidelines provided in order to be included in the evaluation by the Teaching Committee. Once they send their Abstract they will not be able to modify it. 
2. Abstracts must be submitted by the presenting author/s.
3. Submission of  abstract/s implies they have read, understood and complied with the Terms and Conditions as outlined in class.
4. The invitation to submit an abstract does not constitute an offer to pay travel, accommodation or registration costs associated with the Conference. Similarly, no presenter fee is paid to authors of accepted abstracts.

3 comments:

  1. The topic of this exploratory research is the teacher's model construction of graduated students from the Profesorado de Inglés del Instituto Superior de Formación Docente N°801 "Juana Manso". Three graduated students, acquaintances of the researchers, were involved in the research. They were asked to participate in an interview with each of them. Each interview was conducted individually and privately with each informant; they were recorded with a tape recorder and then transcribed into text for analysis. The objective was to recall the different components that each informant perceived as incidental in the construction of their teacher's model and how they felt affected by interpersonal and institutional interactions during their Initial teaching training.

    The results showed as many similarities as differences in the perceptions of the informants, for example, these newly graduated teachers have formed their teacher’s model not only within their initial teaching training in ISFD N° 801, but also during their daily work experiences; furthermore, they also feel influenced by their experience previous to their initial teaching training. This study is important for the results themselves and a further research could be carried out to explore new relationships with new graduated students within the same institution under a different administration system.

    KEY WORDS: Initial teaching training- Teacher’s model

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  2. English
    This research was carried out to exploreand describe the underlying motivations and aims the graduates of the Profesorado de Inglés Cohorte 2009 INSFD 801 fromRawson.

    The information analyzed was obtained by conducting a series of questions that were sent to graduates by email. They were asked to complete a short paragraph that started with the phrase“I finally made it”detailing with their main motivations for finishing the teaching career as well as the main obstacles faced that they had to overcome in order to achieve their goal.
    Further analysis led to the conclusion that the main motivations of the graduates to complete their studies were based on intrinsic factors such as personal development and career success. Among the factors considered obstacles to the completion of their studies the graduates mentioned difficulties with the level of English language and conflicts with the institution, among others.This research is important because it is the first research carried out on Cohort 2009, Profesorado de Inglés, and as such it might be used as a tool to help to solve some of the problematic situations the students may face.


    Legazcue, Laura-Rivera,Karina
    IES 816-Rawson
    “Finalmente lo logré”

    Español

    El presente trabajo tiene como propósito dar cuenta de las conclusiones de una investigación exploratoria y descriptiva, que tuvo como objetivo explorar y describir las motivaciones subyacentes que llevaron a los alumnos del Profesoradodeinglés cohorte 2009, pertenecientes al ISFD 816 “Juana Manso” de la ciudad de Rawson a finalizar exitosamente sus estudios .
    La información se obtuvo mediante la realización de una serie de preguntas que fueron enviadas a los egresados por correo electrónico. En el mail se les pidió que realizaran un breve escrito bajo la consigna “Finalmente lo logré” detallando que fue lo que los impulso a culminar la carrera así como también los principales obstáculos que debieron superar para lograr su objetivo.
    El análisis ulterior permitió concluir que las principales motivaciones de los egresados para finalizar sus estudios estuvieron basadas en factores intrínsecos como el desarrollo personal y alcanzar el éxito profesional.Entre los factores considerados obstáculos para la finalización de sus estudios los egresados mencionaron dificultades con el nivel de idioma inglés y conflictos con la institución, entre otros. La importancia de este trabajo reside en que se trata de la primera investigación llevada a cabo sobre la cohorte 2009 del Profesorado de Inglés y como tal puede ser usado como herramienta para solucionar la soluciones problemáticas que los estudiantes podrían llegar a enfrentar.
    Legazcue, Laura-Rivera,Karina
    IES 816-Rawson

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