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Internship under the framework of bilingualism for peace at Institución Educativa El Sabanal

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dc.contributor.advisorDurango, María Elenaspa
dc.contributor.authorBanda Pions, Danna Ceciliaspa
dc.date.accessioned2023-02-04T19:08:48Z
dc.date.available2023-02-04T19:08:48Z
dc.date.issued2023-02-03
dc.description.abstractThis paper describes the Internship process performed at Institución Educativa El Sabanal. This process was carried out in Beginner, the first level of the Bilingualism for Peace program. The main purpose of this internship was to develop important 21st Century Skills for students, such as communication, collaboration, creativity and critical thinking. Furthermore, this internship also aimed to provide students with meaningful topics which they could experience in their real contexts, reflect about them and develop a deeper understanding. In order to so, Project-based Learning and Critical Literacy were used for the designing and planning of the lessons. This internship report details the context of the process, methodologies and strategies that were used, results, conclusions and recommendations, and limitations and implications for professional development.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. INTRODUCTION……………………………………………………………………………6spa
dc.description.tableofcontents2. PEDAGOGIES APPLIED FOR TEACHING……………………………………………….9spa
dc.description.tableofcontents2.1. PROJECT- BASED LEARNING (PBL)………………………………………………9spa
dc.description.tableofcontents2.1.1. 21st CENTURY SKILLS………………………………………………………...12spa
dc.description.tableofcontents2.2. CRITICAL LITERACY……………………………………………………………….13spa
dc.description.tableofcontents3. METHODOLOGIES………………………………………………………………………...14spa
dc.description.tableofcontents3.1. DUTIES CHART……………………………………………………………………...17spa
dc.description.tableofcontents4. RESULTS……………………………………………………………………………………18spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS…………………………………………..34spa
dc.description.tableofcontents6. LIMITATIONS………………………………………………………………………...…….36spa
dc.description.tableofcontents7. REFERENCES……………………………………………………………………………….38spa
dc.description.tableofcontents8. APPENDICES……………………………………………………………………………..…39spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7013
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsProject-based Learningeng
dc.subject.keywordsCritical Literacyeng
dc.subject.keywords21st Century Skillseng
dc.subject.keywordsBilingualism for Peace programeng
dc.subject.proposalProject-based Learningspa
dc.subject.proposalCritical Literacyspa
dc.subject.proposal21st Century Skillsspa
dc.subject.proposalBilingualism for Peace programspa
dc.titleInternship under the framework of bilingualism for peace at Institución Educativa El Sabanalspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesBell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. Routledge Taylor & Francis Group.spa
dcterms.referencesBergeron, H. (2021). Project-Based Learning and Student Engagement in Elementary School. Northeastern University.spa
dcterms.referencesDa Silva, A., De Araújo Bispo, A., Rodriguez, D. & Vasquez, F. (2018). A proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program. Universidade Federal da Paraíba.spa
dcterms.referencesGianchandani, S. (n.d.). Project-Based Learning: An Unchartered Territory in Education. Education Stalwarts.spa
dcterms.referencesKokotsaki, D., Menzies, V. & Wiggins, A. (2016). Project-based learning: A review of the literature. Sage Journals.spa
dcterms.referencesMarkula, A. & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. University of Helsinki.spa
dcterms.referencesPower, R. (2019). Technology and the Curriculum: Summer 2019. Power Learning Solutions.spa
dcterms.referencesSam Houston State University. (n.d.). K-12 Project Based Learning Resources. https://www.shsu.edu/centers/project-based-learning/k-12.htmlspa
dcterms.referencesVasquez, V., Janks, H. & Comber, B. (2019). Critical Literacy as a Way of Being and Doing. Research & Policy.spa
dcterms.referencesWiesen, G. (2022). What Is Critical Literacy? Language Humanities. https://www.languagehumanities.org/what-is-critical-literacy.htmlspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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