Champion Teachers Mexico: Stories of Exploratory Action Research in Escuelas Normales

Permanent URI for this collection

https://hdl.handle.net/20.500.14069/801

Escuelas Normales in Mexico

Escuelas Normales are teacher training colleges in Mexico that have traditionally been responsible for educating teachers to work with students at preschool, primary and secondary education in different areas . Escuelas Normales offer bachelor’s degree programmes in Education and the Teaching and Learning of Spanish, Mathematics, English, Physical and Inclusive Education, among other disciplines that are part of the curriculum in basic education.

The curriculum at Escuelas Normales aims at educating teachers with general, professional and subject-specific competences who can address challenges in basic education professionally, creatively and sensitively in different contexts. In addition to that, it is expected that student teachers from these institutions, regardless of their major or area of specialisation, become bilingual so that they can interact in different social practices of the language with a large number of people from diverse backgrounds but, more importantly, to advance their future students’ learning. In order to respond to this reform, more hours devoted to the learning of English were added to the curriculum.

The Champion Teachers Programme in Escuelas Normales

The Champion Teachers Programme in Mexico started in 2018 as a result of its success in countries such as Chile, followed by Peru and Colombia . Participating teachers carried out an Exploratory Action Research project in their schools, shared their results with their colleagues and presented their results at different conferences.

The teachers, both professors and formadores de inglés participating in this edition of the programme teach students aged 17 or older, and class sizes vary from 14 (or fewer) to 40. Students’ level of competence in English in their freshman year varies from A1, A2 and, in some cases, up to B1 level. 39 teachers took part in a two-day initial workshop in Toluca, State of Mexico in September 2019 in which they learned about the Exploratory Action Research approach and reflected on their everyday teaching practice to identify a puzzle, successful story or concerning issue to address in their classrooms. They then carried out Exploratory Action Research projects supported by mentors: three former Champion Teachers from the first Mexican cohort and one experienced mentor from Chile along with one senior mentor.

The stories in this collection intend to contribute to the academic and professional background of those interested in improving their teaching practice through research by providing examples of projects carried out by teachers working in similar contexts The aim is to inspire teacher educators, teachers and student teachers alike to become Champions in their own contexts by exploring their own practice and listening to their students’ voices.

Browse

Now showing 1 - 5 of 12

Developing listening comprehension skills
(2021) Camacho, Adriana Amelia Buendía
Context: This study was conducted at Escuela Normal No. 1 de Toluca in Mexico, where the focus was on developing listening comprehension skills among a group of eight female third-year English language teaching trainees (LESI programme). The students, aged 20-22, had an average language proficiency level of B1, but their listening skills were notably weaker, often scoring at A2 level in mock exams. Given the students' need for B2 certification as future English teachers, improving listening comprehension was a priority. Aims: The project aimed to identify strategies to improve students' listening comprehension skills and confidence. Specifically, it explored the impact of pre-teaching vocabulary and teaching inference strategies to help students approach listening tasks more effectively and prepare for certification exams. Methods: Data were gathered using student questionnaires, reflective journal notes, peer observation, and student interviews. During the intervention, Mel pre-taught key vocabulary before listening tasks, introduced the strategy of inferring meaning using a structured chart, and provided practice with certification-style exercises. Participation was encouraged using a "Card-O-Matic" technique to ensure all learners were engaged. Findings: Pre-teaching vocabulary significantly improved students' comprehension, as it activated prior knowledge and clarified meanings before listening. The inference strategy helped learners extract information by cross-referencing prior knowledge with details from the audio. Most students found the strategy straightforward after repetition and reported greater confidence in approaching listening tasks. Additionally, the structured exercises increased awareness of listening exam formats, and student performance improved on mock exams, with some learners achieving B2-level certification. Implications: This study demonstrates that teaching listening strategies explicitly, such as pre-teaching vocabulary and practising inference, can help learners improve their comprehension and confidence. Teachers in similar contexts might explore these approaches, particularly in exam-focused environments, to provide students with tools for better performance.
Assigning effective homework
(2021) Pereda, Luisa Alejandra Romero
Context: This study was conducted at Escuela Normal de Cuautitlan Izcalli, a teacher training school in the State of Mexico. The participants were 29 female students aged 19-21 at CEFR A1 level, studying English as part of a bachelor's degree in preschool education. They attended three weekly sessions of 1.5 hours each. Students were not completing homework consistently, which affected their progress, particularly after extended teaching practice periods. Aims: The research aimed to explore how to make homework an effective and motivating learning tool. Specific objectives included understanding students' perceptions of homework, identifying tasks they preferred, and improving its effectiveness to encourage consistent completion. Methods: The teacher used a student questionnaire, a teacher reflection journal, and a focus group to collect data. The questionnaire gauged students' opinions on the usefulness of homework, the types of activities they preferred, and their perceived benefits. A journal allowed the teacher to reflect on how she assigned homework, communicated its objectives, and managed student responses. The focus group provided deeper insights into students' preferences and challenges. Findings: The initial findings revealed that homework tasks often lacked clear objectives, leading students to view them as purposeless. Many struggled with unclear instructions or found the tasks too difficult or time-consuming. Students preferred dynamic, creative tasks such as grammar games, listening exercises, and activities using videos and songs. They also expressed a desire for homework that aligned with their personal interests and practical skills like listening and speaking. In response, the teacher introduced a homework calendar, clearer instructions with explicit objectives, and tasks involving songs, videos, grammar exercises, and online activities. Students reported feeling more motivated, confident, and engaged. Notably, they found listening and speaking activities particularly beneficial for improving pronunciation and comprehension. Implications: The study highlights the importance of planning purposeful, well-structured homework tasks that align with student interests and learning objectives. Teachers might consider using dynamic and creative tasks, clear instructions, and visual tools like homework calendars to motivate students and support consistent practice. Integrating authentic materials, such as songs and videos, can further engage learners and improve language skills.
How can I promote meaningful writing?
(2021) Sánchez, Luz Angélica Racilla
Context: This study took place at Zumpango's Escuela Normal, an urban teacher training college in Mexico. The participants were 20 students, predominantly female, in their late teens and early twenties working towards CEFR A2 level. The focus was on improving their writing skills, an area where students demonstrated struggles, particularly with lexis and auxiliary verbs. Given the importance of making writing meaningful and relevant, the teacher aimed to explore approaches to promote more effective and engaging writing tasks. Aims: The study aimed to understand what constitutes "meaningful writing" and how it can be promoted in the classroom. Specifically, it sought to identify students' challenges, attitudes, and preferences regarding writing tasks, while also examining the teacher's role in supporting structured, student-centred writing processes. Methods: Data were collected through student questionnaires, focus group discussions, reflective journal entries, and peer observations. These tools provided insights into students' writing challenges, preferred activities, and feedback on newly implemented strategies. An action plan was developed, including pre-writing activities with explicit grammar and vocabulary focus, individually structured while-writing tasks, and post-writing peer evaluations. Findings: The findings revealed that pre-writing activities, especially those involving vocabulary and grammar, reduced student frustration and improved their ability to express ideas. Students appreciated being actively involved in task design and the opportunity to present their work to peers. Collaborative peer evaluation increased motivation, although some still preferred group work over individual writing. Challenges included overwhelming vocabulary in pre-writing activities and a preference for familiar writing formats. Students highlighted the value of displaying their work for validation and feedback. Implications: This study underscores the importance of balancing teacher guidance with student agency in writing tasks. Teachers might consider providing explicit grammar and vocabulary support while gradually encouraging students to design and structure their own writing projects. Displaying students' work and integrating peer evaluation can enhance motivation, engagement, and a sense of accomplishment in the writing process.
Maximising students' engagement to improve their language skills
(2021) Martinez, Manuel Dario Acosta
Context: This study focuses on a group of A2-level English language students at the Escuela Normal de Amecameca in Mexico. The participants, from two educational programmes (preschool education and ELT for secondary education), faced issues such as differing skill levels, overcrowded classrooms, and limited engagement during lessons. The teacher sought to address the challenge of capturing and maintaining student interest while improving their language skills. Aims: The project aimed to determine whether the activities, strategies, and materials used in class were effective in promoting student engagement and improving their English skills. Specific goals included understanding students' perceptions of classroom activities, identifying their preferences, and exploring how these activities impacted participation, motivation, and skill development. Methods: Data were collected using multiple tools, including student questionnaires, reflective writing, video-recorded lessons, and peer observations. These tools provided insights into students' preferences, participation levels, and perceived progress. Following initial findings, the teacher implemented an action plan involving a variety of interactive and engaging activities, such as games, songs, sitcom-based tasks, and mingle activities, and evaluated their impact through focus groups, further questionnaires, observations, and video analysis. Findings: The study revealed that students enjoyed interactive activities like games, songs, and sitcoms, which were seen as fun and motivating while improving listening, speaking, and vocabulary. Mingle activities increased participation, provided opportunities for peer support, and created a more equitable learning environment. Despite overall positive responses, some students highlighted a lack of balance in skill development, particularly in reading and writing, and expressed concerns about limited opportunities for individual feedback in overcrowded classrooms. Implications: The findings suggest that engaging students requires a variety of interactive, creative, and student-centered activities tailored to their needs and interests. Teachers might benefit from listening to students' feedback to design lessons that promote participation, balance skill development, and enhance motivation. Monitoring and feedback strategies, such as delayed feedback and recordings, may also provide valuable support in addressing individual learning needs.
Developing speaking through song-based activities
(2021) Nájera, Michel Marín
Context: This study was conducted at La Normal de Los Reyes Acaquilpan, a teacher training school in La Paz, State of Mexico. The participants, aged 18 to 20, were first-year students preparing to teach at elementary schools. Despite the Mexican National English Strategy aiming for bilingual graduates, these students had poor speaking skills due to traditional teaching methods focused on grammar and repetition. Nervousness and fear of ridicule further hindered their willingness to participate in speaking activities. Aims: The project aimed to improve students' confidence and participation in speaking activities by implementing song-based strategies. The objectives included reducing nervousness, increasing motivation, and encouraging greater participation through controlled and freer speaking practice in pairs and small groups. Methods: Data were collected through written reflection notes, video recordings, questionnaires, and focus group discussions. The exploratory phase investigated students' attitudes toward speaking, preferred activities, and barriers to participation. The action plan, implemented over six lessons, included pre-teaching vocabulary and pronunciation using phonetic symbols, integrating controlled and freer speaking tasks based on songs, and promoting pairwork and small group interactions. Findings: Results showed that song-based activities reduced students' nervousness and improved their confidence. Pre-teaching vocabulary with phonetic symbols enhanced pronunciation and familiarity with key sounds. Controlled tasks, such as singing along and discussing song stories, helped students feel comfortable speaking English. Students particularly appreciated using modern pop songs, which they found relevant and engaging. Pair and small group work reduced fear of ridicule, fostered peer correction in a supportive environment, and increased participation. Overall, students reported greater motivation and enjoyment of speaking activities. Implications: This study highlights the importance of using engaging, student-centred activities, such as songs, to develop speaking skills. Teachers might consider incorporating modern songs to connect with students' interests and designing pair or group activities to create a non-threatening environment. Pre-teaching pronunciation patterns can also build confidence and address specific language challenges for learners.

Browse

Recent Submissions