English teaching instruction: an analysis of the practices and challenges faced by telesecondary teachers in a rural context

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dc.audiencegeneralPublic
dc.contributorSánchez Hernández, Verónica
dc.contributor.advisorSánchez Hernández, Verónica; 0000-0002-3894-2250
dc.contributor.authorSánchez Garfias, Mayanit
dc.date.accessioned2025-12-16T21:46:38Z
dc.date.available2025-12-16T21:46:38Z
dc.date.issued2025-06
dc.description.abstract"This study examines the English language teaching practices and the challenges faced by teachers in rural telesecondary schools in Mexico, where instruction is limited by several contextual constraints. Among these are the minimal or absent specialized training in English Language Teaching, the lack of materials suitable for students’ level and context, and the insufficient and outdated technological equipment. However, the data also reveal that teachers develop a sense of agency understood as a situated act linked to context and social dynamics, through which they seek wellbeing, make decisions, and solve problems to adapt and use the available resources even when doing so is challenging. The study is framed within Vygotsky’s Sociocultural Theory, emphasizing mediation, the Zone of Proximal Development, and sociocultural tools, as these elements are essential to understanding English teaching in telesecondaries. A qualitative case study approach was employed, and data were collected in three telesecondaries located in Southern Puebla through semi-structured interviews with principals, semi-structured focus groups with teachers, classroom observations, and student questionnaires. Findings show that teachers implement adaptive strategies such as scaffolding, peer mediation, and the use of multimodal materials. Finally, the study highlights the need for context-aligned educational policies and specialized ELT training, since these schools operate under conditions distinct from other secondary education modalities".
dc.folio20250710162328-8508-T
dc.formatpdf
dc.identificator4
dc.identifier.urihttps://hdl.handle.net/20.500.12371/30776
dc.language.isoeng
dc.matricula.creator221461699
dc.publisherBenemérita Universidad Autónoma de Puebla
dc.rights.accesopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0
dc.subject.classificationHUMANIDADES Y CIENCIAS DE LA CONDUCTA
dc.subject.lccFilología y lengua inglesa--Inglés moderno--Lengua--Estudio y enseñanza
dc.subject.lccTeoría y práctica de la educación--Enseñanza (Principios y práctica)
dc.subject.lccEducación rural--Metas y objetivos--Estudio de casos
dc.subject.lccInglés--Estudio y enseñanza (Secundaria)--Investigación--Hablantes extranjeros
dc.subject.lccPráctica docente--Evaluación
dc.thesis.careerMaestría en la Enseñanza del Inglés
dc.thesis.degreedisciplineÁrea de Ciencias Sociales y Humanidades
dc.thesis.degreegrantorFacultad de Lenguas
dc.thesis.degreetoobtainMaestro en la Enseñanza del Inglés
dc.titleEnglish teaching instruction: an analysis of the practices and challenges faced by telesecondary teachers in a rural context
dc.typeTesis de maestría
dc.type.conacytmasterThesis
dc.type.degreeMaestría
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