Repositorio Digital de la Universidad Nacional de Río Cuarto

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    El ciclo pedagogico de la linguistica sistemico funcional en la enseñanza y aprendizaje de la lectura del genero abstract en el area de educacion
    (2025-01-01) Paez, Ana Claudia
    Reading texts can be a difficult task, especially in academic contexts in which knowledge of the discipline and conventions of scholarly communication becomes essential. Reading can be even more challenging if it is in a foreign language. In the context of the National University of La Pampa, students of the Human Sciences School are challenged to learn academic reading in English in the field of Educational Sciences. The aim of this thesis is to explore two ESP students? perceptions of a genre- based pedagogical intervention for teaching and learning to read abstracts in the field of education, with a focus on the process types of the transitivity system of Systemic Functional Linguistics (SFL) that characterize the rhetorical moves of the abstract. In order to fulfill the objective of this study, a qualitative research design for multiple case studies was implemented. The findings of this study show that the participating students perceived that the implementation of a pedagogical intervention based on the Teaching-learning cycle facilitated the development of their reading skills to comprehend abstracts. The participants? perceptions indicated that the reading guides were highly useful to solve the tasks required, apply already learnt vocabulary, identify processes and rhetorical moves and work with classmates and teachers in the process of reading abstracts in the field of education. The findings of this study suggest that teaching and learning through Genre-based Pedagogy proves a useful tool.
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    Hacia la educacion emocional en la formacion docente : un estudio sobre creencias y estrategias para la regulacion emocional de futuros profesores de ingles como lengua extranjera
    (2024-01-01) Ambrosetti, Cecilia L.
    This qualitative multiple-case study explored the beliefs towards teachers? emotions and emotion regulation as well as the emotions and regulation strategies of three EFL student teachers across an intervention and their final practicum at a teacher training college in Venado Tuerto, Argentina, in 2022. Drawing on key theories of beliefs (Barcelos & Kalaja, 2013; Barcelos & Ruohotie-Lyhty, 2018), emotions (Russell, 1980), and emotion regulation (Gross, 1998, 2015), the study examined the interplay between these aspects through a novel intervention that served both as a data collection tool and a means of supporting student teachers` development of socio-emotional competence. The 15-week intervention (September-December 2022) combined traditional data collection methods with innovative approaches to reflection. Data were collected through surveys, classroom observations, interviews, visual narrative descriptions, and autoethnographic writing. Results revealed a dynamic evolution in participants` beliefs about the role of emotions in teaching, progressing from a primarily technical focus to a more nuanced understanding of emotions? role in professional identity. Participants experienced predominantly activated emotions, both pleasant (happiness, joy) and unpleasant (anxiety, nervousness), with deactivated emotions emerging mainly post-practicum. The study identified cognitive change as a pivotal regulation strategy, facilitated by reflective practices such as autoethnographic writing. All participants reported high value in the intervention, citing increased emotional awareness, better theory-practice integration, and personal growth beyond teaching. The study`s implications extend to EFL teacher education program design, highlighting the need to systematically embed emotion regulation into teacher training to enhance educator?s socio-emotional competence. Keywords: EFL teacher education, teacher beliefs, emotions, emotion regulation, emotional competence, teaching practicum, qualitative research, autoethnographic writing
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    Los aportes de la economia experimental al analisis economico
    (2008-01-01) Palacios, Alfredo D.