Desarrollo de la innovación 1 Plan de actividades.

of the second interview and the journal entries as compared to what was reflected in Julia’s lesson plans and classroom actions show that in general the beliefs and emotions Julia seemed to have about peace and MPLAs were only partly reflected in her actions in the EFL classroom. The themes that indicated a mismatch between beliefs and emotions, and actions were related to the purpose of teaching EFL at elementary level, the peace dimensions that should be enhanced in the classroom, and the emotions about having to incorporate MPLAs in her own classroom. However, regarding her understanding of peace and the mode and techniques for incorporating MPLAs, the analysis of the lesson plans and field notes from classroom observations indicate that it seems Julia planned her lessons and taught mainly according to what she said she envisioned.

5.2.2.2.1. Beliefs and emotions about peace and MPLAs reflected in actions.

Participant’s understanding of peace

The MPLAs that Julia planned as well as her attitudes in the classroom seem to have reflected her understandings of peace. For example, the activities that intended to foster inner peace through contemplative practices gave evidence of Julia’s belief that peace implied wellness and the presence of positive emotions. Moreover, the activities aimed at facilitating interpersonal peace through emotional learning reflected Julia’s belief that peace implied trying to handle problematic situations in productive ways. Finally, Julia’s peaceful attitude in the classroom gave evidence of her belief that peace should be showed through language and behaviors, by being a role model.

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Techniques for the implementation of MPLAs in the EFL classroom

Overall, the techniques Julia used for the inclusion of MPLAs in her classroom were consistent with what she imagined doing. Julia and her pair used videos, realia, and craft work to teach inner and interpersonal peace. In addition, Julia included techniques belonging to contemplative practices and activities to teach ways of managing emotions to deal with conflicts in productive ways. Such techniques and type of activities coincided with what Julia had

thought of incorporating in the EFL classroom to enhance peace. Moreover, Julia had said to strongly believe in being a role model when fostering peace, not only through specific MPLAs, but in every class and behavior. Such belief was clearly shown in her actions, as she treated students with respect, verbalized the importance of respecting each other, and tried to create a pleasant learning atmosphere. The sources for these MPLAs were their own and in other cases the activities were adapted from ideas seen in the intervention in the university practicum sessions. This also coincided with what Julia expressed during the semester, as she had said that she had obtained many useful ideas in the university practicum sessions to include MPLAs in the real classroom context.

5.2.2.2.2. Beliefs and emotions about peace and MPLAs partly reflected in actions. Purpose of teaching English at elementary level in the Argentine context

Whereas Julia thought that the teaching of English involved the teaching of culture, this was not reflected in her planning or teaching practices. Although Julia said to believe that the main purpose for teaching English offered the possibility of teaching about other cultures and realities to foster respect for diversity, in her plans and classes Julia only included MPLAs that intended to foster the inner and interpersonal peace dimensions to suit students’ specific and local needs.

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Peace dimensions to be fostered in the EFL classroom

Julia and her pair included MPLAs in two lesson plans. These sequences were aimed at enhancing the inner and interpersonal peace dimensions and focused on emotional learning, including the importance of managing emotions through a video and craft work. Apart from the entire sequences of MPLAs, Julia and her pair also employed mindful breathing techniques in several of their classes whenever they needed to get students’ attention (e.g., as openers, transitions, and warm ups for specific language activities that required them to be more focused). Although Julia initially expressed she would have liked to foster various peace dimensions, during her teaching practices she only focused on the inner and interpersonal dimensions. When asked about this, Julia expressed that due to the lack of time, she decided to work on smaller dimensions as she considered these would address specific classroom needs. As she expressed in her fourth journal entry, “we wanted to know well which our students needs were in order to plan our peace activities. We did not want to make them work on bullying if there were not bullying problems in the classroom, for example” (Journal entry 4, May 20, 2016).

Mode for the implementation of MPLAs in the EFL classroom

Even though Julia had said to believe peace should be cultivated explicitly through reflective activities, during her teaching practice if was often difficult for her to raise students’ consciousness on the importance of peace and on working with such activities. As she said, in many cases her instructions were not clear or the purpose of certain activities was not evident.

Emotions about the incorporation of MPLAs in the EFL classroom

The analysis of the lesson plans and field notes from classroom observations indicate that the classroom experience seems to have increased Julia’s negative emotions and reduced

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the intensity of the positive emotions she had experienced before being immersed in the real classroom context. Julia had initially said to feel excitement about including MPLAs in her classes, although also doubtful about the outcomes of such innovation. When the time to start practicing in the real context approached, however, Julia started to feel scared because she began to think that the implementation might not actually work as well as she had always thought. During her classes, Julia started having difficulties in implementing certain MPLAs appropriately, which seem to have impacted directly on her emotions. Julia showed to be somewhat worried and upset for realizing that the inclusion of these activities did not always lead to the outcomes she had expected.

5.2.3. Julia’s Beliefs and Emotions About Peace and MPLAs After the Practicum