Examinando por Autor "González Lara, Delia"

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  • Miniatura
    PublicaciónAcceso abierto
    A personal leadership statement
    (Universidad de Córdoba, 2025-07-05) Negrete Burgos, Yimis Andrés; Oviedo Morales, Jesús David; Aguas Castillo, Pedro Pablo; González Lara, Delia; Valle Zapata, Liliana
    This paper explores teacher leadership as a powerful tool for educational improvement, especially in the context of foreign language teaching. Based on Daft’s (2008) leadership perspective, the paper highlights how leadership is not only about holding a formal position, but about guiding, influencing, and supporting others through collaboration and shared goals. Teacher leaders can play an essential role in creating a positive school culture and improving classroom practices. The paper reflects on how our personal and professional assumptions affect the way we lead. It discusses how collaborative learning during the course helped uncover those assumptions and promoted deeper reflection. It also presents key questions that future teacher leaders should ask themselves to grow in their practice. The section on leadership empowerment explains how teachers can be motivated and supported to take initiative, develop confidence, and influence change. Supported by research, the work shows that effective leadership depends on trust, inclusion, and teamwork. The final reflections show that empowering teachers leads to stronger, more innovative schools, and helps ensure quality in foreign language education.
  • Miniatura
    PublicaciónAcceso abierto
    A personal leadership statement
    (Universidad de Córdoba, 2025-06-19) González Narváez, Zharic Valentina; Pirela Mestra, Angelica Vanessa; Aguas Castillo, Pedro; González Lara, Delia; AGUAS CASTILLO, PEDRO; GONZALEZ LARA, DELIA
    En el contexto de la educación contemporánea, el liderazgo docente se ha convertido en un componente esencial para afrontar los retos del siglo XXI. Las instituciones educativas reconocen la importancia de formar docentes capaces de asumir roles estratégicos dentro y fuera del aula, impulsando el cambio desde una perspectiva pedagógica innovadora. Este trabajo ofrece una reflexión crítica sobre el liderazgo docente, abordando cuestiones como el desarrollo de competencias de liderazgo, el análisis de supuestos y la puesta en marcha de planes de empoderamiento docente. Se propone un plan de acción denominado Profesores empoderados, comunidades empoderadas, cuyo objetivo es fortalecer la cultura escolar participativa a través del liderazgo compartido. Esta propuesta ofrece un enfoque estratégico del liderazgo docente que no sólo promueve la mejora institucional, sino también el empoderamiento de la comunidad y el desarrollo profesional de los docentes.
  • Miniatura
    PublicaciónAcceso abierto
    Short story-based systemic functional linguistics (SFLl) and reading comprehension skills in 10th graders: an action research
    (Universidad de Córdoba, 2023-12-11) Mestra Alean, Angélica M.; Ramirez Tuirán, Kathina J.; González Lara, Delia; Herazo Rivera, José David; Pacheco, Leonardo
    Reading comprehension is considered as the construction of the information from a text in a new knowledge. Thus, it is considered one of the most important skills due to its relevance to the other skills. In a public school of Monteria- Cordoba, 10th graders presented low levels regarding reading comprehension skills levels (literal, inferential and critical) understanding main ideas, identifying characters and their roles in the text. In order to address this issue, this study is aimed to explore the use of Systemic functional linguistics (SFL) and its semiotic functions through short stories to develop reading comprehension skills in 10th grade students. The course selected were students of 10th -grade, group second. It has a total of 28 students in the classroom. The study focused on one of five groups of a public school in Monteria - Cordoba. To this end, this action case study employed data collection techniques such as reading tasks, semi-structured interviews and observations in a specific group. When the data was obtained, it was read several times in order to group similar characteristics that emerged from the information taking into account that the qualitative approach was inductive. Thus, software called Nvivo was used to analyze the data making coding to classify the information, which was a helpful tool for sorting, organizing, and analyzing qualitative data. Lastly, the information was organized through mind maps to align themes with coded data to analyze the relevant aspects that were found in the results and help us to extract the themes. In short, after the analysis of the information obtained we could conclude the extent of the use of short stories-based SFL improvement of reading comprehension skills, due to the students could use the chart about the features of the theory of language to analyze the short stories applied. The results obtained show an improvement in the identification of the characters and their roles through the story that are aligned with the tenor feature. In addition, they could recognize the plot of the short stories implemented that were key to comprehending the role of the characters. Through the interviews made to them, the outcome analyzed allowed us to understand their perceptions about the application of the study, which reflected the increasing confidence at the moment to develop the tasks. At the end, there were some struggles that students still faced when reading, such as; vocabulary and their meaning in a specific context.
  • Miniatura
    PublicaciónAcceso abierto
    A topic-based-functional syllabus proposal to promote students’ conversation through outdoor games
    (2020-06-03) Rangel Agámez, María José; Pernett Velásquez, Jéssica Paola; González Lara, Delia
    When it comes to designing a syllabus, English teachers endeavour to seek for the most suitable strategies, techniques and approaches that help to meet students’ needs and make language learning a relevant experience to their learners. Games, for instance, are a clear sample of that search since a great number of studies has shown how games may act as a trigger to promote interaction and language practice in EFL. On the other hand, conversation activities are necessary by many teachers and students in the English classes; however, lessons planned on grammar and vocabulary prevail more often than activities in which students hold conversations. In view of this, the present study aimed to propose a topic-based-functional syllabus using outdoor games to promote students’ conversation established in the CEFR (2018), companion volume. To conduct this study, a questionnaire, semi-structured interviews, and observations were selected to gather the data. After analyzing the information gathered, we determined and explained in depth the aspects needed to design a topic-based-functional syllabus for promoting learners’ conversations in 8th grade.