Examinando por Autor "Racero Diz, José María"

Mostrando 1 - 8 de 8
  • Miniatura
    PublicaciónAcceso abierto
    Internship at public institution Santa Rosa de Lima sede seis de marzo
    (2022-03-07) Narváez Argumedo, Andrea Paola; Racero Diz, José María
    This document reports the development of the internship at Santa Rosa de Lima - Sede Seis de Marzo, which was carried out in person with learners from transition grade to fifth grade. The pedagogical intervention was based on supporting this population in educational processes of learning English as a second language. My main aim in this internship was to create spaces where children had closer relationships with the English language. I attempted to implement activities with the methodological strategies that were based on the HLTP Target Language Comprehensibility and Establishing a Meaningful and Purposeful Context.
  • Miniatura
    PublicaciónAcceso abierto
    Internship at saber pro cross curricular competences: english course
    (2021-08-03) Padilla Flórez, Samir José; Racero Diz, José María
    This report describes the internship conducted at Cross Curricular Competences’ courses in the frame of Saber Pro University of Cordoba Institutional Program. The main purpose of this internship is to help students to develop test taking skills to cope with the English section of the aforementioned Board Examinations and therefore with the saber-pro results for University of Córdoba by training candidates in their reading skills and specific strategies, to address more accurately the English section of the test. This internship was implemented applying E-learning method and flipped learning, which used synchronous sessions to guide students about the test as well as interactive activities and discussions about the topics and learning guides for the asynchronous sessions. The implementation of technological devices was valuable to carry out the process. Finally, it discusses the findings, personal learning, conclusions and recommendations, and limitations that were during this meaningful process.
  • Miniatura
    PublicaciónAcceso abierto
    Internship at saber pro cross curricular competences: english course
    (2020-11-20) Bello Berrío, Jeniffer; Racero Diz, José María
    This internship was conducted at the University of Córdoba in Montería. The purpose of this internship program is to help increase the score of undergraduate students taking the Saber- pro test. Besides, it helped me to get experience teaching English young adults and also to improve my English skills as an English teacher. Several pedagogical concepts were addressed in this paper to develop the teaching and learning process effectively. Since these pedagogies are primordial for the designing of the unit and lesson plans implemented during this process. Moreover, the experience gained through this process helped me to have a practical experience in teaching undergraduate students from different degrees at the University of Córdoba. Finally, being a teacher is a profession that involves going through many challenges such as motivation in students, maintaining interest, incorporating new technologies, evaluation mechanisms, etc. However, it is worth promoting learning in students despite there are certain limitations that surround students such as internet connection and electronic devices.
  • Miniatura
    PublicaciónAcceso abierto
    Internship at saber pro examination english module preparation course
    (2021-09-15) Ayazo Gómez, Linda Lucía; Racero Diz, José María
    The current report explains the development of an internship carried out across the Saber Pro Examination English module preparation course, at Universidad de Cordoba within students of 7th, 8th and 9th semester from different undergraduate programs. The report also describes the experiences interns have during the preparation course development. The internship aims to goal the increasement of students’ performance levels obtained in the National Board Examination, throughout the implementation of Reading Comprehension strategies and Vocabulary acquisition techniques. The learning approaches whereby the content is going to be taught, are clearly specified as E-Learning and Flipped Learning, which through the development of synchronic and anachronic sessions, served as a base for instructing students about the English Module patterns and the contents explanations. The use of technological tools which let teachers create innovative content presentations and assign activities are a fundamental part to consider inside the internship process. Finally, it contains the most significant finding interns arrived after having implemented the preparation course. The interns’ deeper explanations of the experience they had during the course are reported, in order to demonstrate interns ‘professional and personal growth. Besides some conclusions, regarding the process findings, are stablished. In addition, recommendations and suggestions for future interns are given as well as the description of the limitations and challenges interns had once the preparation course ended.
  • Miniatura
    PublicaciónAcceso abierto
    Internship at saber pro preparation courses at University of Cordoba
    (2020-12-07) Erazo Sánchez, María Fernanda; Racero Diz, José María
    Due to the pandemic for COVID-19 education has been through many changes and adjustments in order to adapt the traditional face-to-face learning and teaching to the virtual education field; a new experience for many students and educators. Therefore, Universidad de Córdoba implemented a new way for interns to develop their praxis during the Internship whose main purpose is to prepare undergraduate candidates from the university to develop and refine skills to cope with the Saber Pro exam in order to improve their scores. On the other hand, in this paper I will describe the theories of the approaches E-learning, Flipped Learning and Flipped classroom which were the ones used to sustain this internship, as well as my experience along the process.
  • Miniatura
    PublicaciónAcceso abierto
    Interpretive tasks Based on e-posters to help ninth graders learn english vocabulary
    (Universidad de Cordoba, 2023-12-12) Burgos Carrascal, Kevin Rafael; Castro Julio, Jesús Daniel; Naranjo, José Luis; Martinez Diaz, Luis Alfredo; Racero Diz, José María
    Vocabulary, comprising words used in a language, varies across languages and evolves with cultural and situational influences. It serves as a social skill, fostering interaction, meaning making, and communication between individuals, with its primary aim being effective communication. Acquiring vocabulary in a second language poses a significant challenge for students, who often ponder how to learn and retain numerous words. In a public school in Monteria, students faced difficulties memorising new words, analysing authentic texts, interpreting images. Moreover, English teachers in this context seldom utilise engaging and authentic materials for teaching this skill, despite having valuable technological resources at their disposal. Consequently, this study sought to explore interpretive tasks based on e-posters to help ninth graders learn English vocabulary. Specifically, we aimed to elucidate potential changes in students' vocabulary learning and image interpretation abilities, while also understanding the challenges and limitations faced by EFL students following the integration of these pedagogical models. To achieve this, our action research utilised data sources including video-recorded observations, a teacher's journal, interpretive task activities, e-poster creations, semi-structured interviews, and a focus group. Subsequently, upon analysing the data, conclusive results emerged regarding changes in students' vocabulary learning, authentic materials' interpretation, and e-poster creation abilities. Students demonstrated an improved grasp of the main idea and notable enhancement in comprehending specific information based on the applied methodology.
  • Miniatura
    PublicaciónAcceso abierto
    Saber pro examination english module preparation course
    (2021-09-24) Gómez Peñata, Víctor Miguel; Racero Diz, José María
    This internship was conducted in Universidad de Córdoba in Montería. The purpose of this report is to highlight my experience in the internship process at the Saber Pro course and remark how these helped to significantly enhance my personal and professional growth as well as my perceptions on the internship once it concluded. The Universidad de Córdoba offers its students the opportunity of implementing their teaching skills in the Saber Pro course whose main purpose is to prepare undergraduate students to take the Saber Pro tests to improve their possibilities of getting outstanding scores, but this is not the only reason why students choose to do an internship but also to gain more experience in the fi eld with the purpose of becoming better English teachers. Moreover, in this piece of writing, I aim to explain the pedagogies of E-learning, Gamification, and Task-Based Language Teaching (TBL). Which I used to carry out my internship.
  • Miniatura
    PublicaciónAcceso abierto
    Self-directed learning through new literacies: the case of a teacher of English as a foreign language
    (Universidad de Córdoba, 2024-04-01) Márquez Sánchez, Jeimmy J.; Jerez Rodríguez, Sonia María; Valle Zapata, Liliana Beatriz; Racero Diz, José María
    Educators have been using new literacies as new opportunities for professional learning and networking. Thus, this qualitative case study explores an English language teacher's self- directedness to learn and improve his teaching practice through his new literacies, as the type of literacy constructed to stay tuned with the demands of teaching English as a foreign language. Data was collected through semi structured interviews and class observations. The results shed light on the teacher's characteristics of self-directness which facilitated the inclusion of new literacies for learning. These were found to be opportunities to share content and knowledge with peers and students. The participant teacher also revealed his continuous construction of a literacy that goes beyond two independent skills: reading and writing. Instead, there is a view of literacy as a social practice that includes new literacies that include multiple text types using different semiotic languages representing meaning linguistically, visually, spatially, or otherwise to interact with different people. Furthermore, his literacy allows him to have strategies to evaluate the content he searches and has also given him different roles such as watcher, consumer or producer. The findings also suggest that Byron has become digitally literate, and this demands being “information savvy” and capable of identifying when information is needed, how to locate it, and how to use it effectively. These findings create an invitation for education systems to think differently about teachers' new literacies and the self-directed learning that happens through them. These can no longer be underestimated but rather seem as a means of professional learning in these times of change not only for the English language teaching but education in general.