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Internship at institción educativa Camilo Torres: bilingualism for peace program

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dc.contributor.advisorPastrana Muñoz, Juan Carlosspa
dc.contributor.authorVidal Navarro, Karolinespa
dc.date.accessioned2023-02-04T17:48:10Z
dc.date.available2023-02-04T17:48:10Z
dc.date.issued2023-02-03
dc.description.abstractThis report describes the internship process conducted in the Bilingualism for peace program at Camilo Torres high school. It consisted of teaching face-to-face and online lessons to learners from the program. This internship aims to show my personal and professional experience promoting critical literacy through projects (PBL) aligned with Bilingualism for peace themes, and values, will be put into practice. Additionally, it explains the main pedagogical perspectives on which this report is based, which are: critical literacy, project-based learning (PBL), and value education. Finally, it illustrates the methodologies, results, conclusions, recommendations, and limitations of this process, in which an intern experiences personal and professional growth.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. Introduction..................................................................................................................7spa
dc.description.tableofcontents2. Pedagogies ....................................................................................................................9spa
dc.description.tableofcontents2.1 Critical Literacy..........................................................................................................9spa
dc.description.tableofcontents2.2 Project-Based Learning (PBL).................................................................................12spa
dc.description.tableofcontents2.3 Value Education .......................................................................................................15spa
dc.description.tableofcontents3. Methodologies ............................................................................................................17spa
dc.description.tableofcontents3.1 Duties Chart..............................................................................................................19spa
dc.description.tableofcontents4. Results.........................................................................................................................20spa
dc.description.tableofcontents4.1 Professional growth..................................................................................................20spa
dc.description.tableofcontents4.2 Students’ growth in critical literacy .........................................................................22spa
dc.description.tableofcontents4.3 Personal growth........................................................................................................33spa
dc.description.tableofcontents5. Conclusions and Recommendations.........................................................................34spa
dc.description.tableofcontents6. Limitations..................................................................................................................36spa
dc.description.tableofcontents7. References .................................................................................................................37spa
dc.description.tableofcontents8. Appendices .................................................................................................................39spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7008
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.keywordsCritical literacyeng
dc.subject.keywordsProject-Based Learning (PBL)eng
dc.subject.keywordsValue Educationeng
dc.subject.keywordsBilingualism for peaceeng
dc.subject.keywordsCamilo Torres High Schooleng
dc.subject.proposalCritical Literacyspa
dc.subject.proposalProject-Based Learning (PBL)spa
dc.subject.proposalValue Educationspa
dc.subject.proposalBilingualism for peacespa
dc.subject.proposalCamilo Torres High Schoolspa
dc.titleInternship at institción educativa Camilo Torres: bilingualism for peace programspa
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.referencesBeck, A. S. (2005). A Place for Critical Literacy. Journal of Adolescent & Adult Literacy, 48(5), 392–400. doi:10.1598/jaal.48.5.3spa
dcterms.referencesCervetti, G. N., Pardales, M. J., & Damico, J. S. (2001). A tale of differences: Comparing the traditions, perspectives, and educational goals of critical reading and critical literacy.ReadingOnline,4(9).Available:http://www.readingonline.org/articles/art_index.as p?HREF=/articles/cervetti/index.htmlspa
dcterms.referencesCheu-jey George Lee (2019): Two plus four dimensions of critical literacy, Educational Philosophy and Theory, DOI:10.1080/00131857.2019.1605898spa
dcterms.referencesCoffey, H. (2008). Project-based learning. Learn NC, 1-3.spa
dcterms.referencesCook, N. D., & Weaver, G. C. (2015). Teachers’ implementation of project-based learning: Lessons from the research goes to school program. Electronic Journal of Science Education, 19(6).spa
dcterms.referencesH, Janks. (2012). The importance of critical literacy, pp 150-163. Available: http://education.waikato.ac.nz/research/files/etpc/files/2012v11n1dial1.pdfspa
dcterms.referencesJalinus, N., Nabawi, R. A., & Mardin, A. (2017, September). The seven steps of project based learning model to enhance productive competences of vocational students. In International Conference on Technology and Vocational Teachers (ICTVT 2017) (pp. 251-256). Atlantis Press.spa
dcterms.referencesMarkula, A., Aksela, M. The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Discip Interdscip Sci Educ Res 4, 2 (2022). https://doi.org/10.1186/s43031-021-00042-xspa
dcterms.referencesMunir, S & Aftab, M. (2012). CONTRIBUTION OF VALUE EDUCATION TOWARDS HUMAN DEVELOPMENT IN INDIA: THEORETICAL CONCEPTS. International Journal of Asian Social Science, 2(12), 2283-2290.spa
dcterms.referencesNorris, K., Lucas, L., & Prudhoe, C. (2012). Examining critical literacy: Preparing preservice teachers to use critical literacy in the early childhood classroom. Multicultural Education, 19(2), 59-62. Available: https://eric.ed.gov/?id=EJ1001528spa
dcterms.referencesPeel, E. A. (2020, October 29). pedagogy. Encyclopedia Britannica. https://www.britannica.com/science/pedagogyspa
dcterms.referencesPerry, S. B. (2020). Project-Based Learning - The Students’ Guide to Learning Design and Research. https://edtechbooks.org/studentguide/project-based_learningspa
dcterms.referencesPrakash, S. (2012). VALUE EDUCATION IN TEACHER EDUCATION.spa
dcterms.referencesRodríguez, M. (2016, Junio). PROJECT BASED LEARNING. Universidad de Valladolid.spa
dcterms.referencesTamim, S. R. , & Grant, M. M. (2013). Definitions and Uses: Case Study of Teachers Implementing Project-based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2). Available at: https://doi.org/10.7771/1541-5015.1323spa
dcterms.referencesTürkkahraman, M. (2013). Social Values and Value Education. Procedia - Social and Behavioral Sciences, 116, 633-638. https://doi.org/10.1016/j.sbspro.2014.01.270spa
dcterms.referencesWiseman, J. (2019). The importance of teaching values to young learners. Resources for English Language Learners and Teachers | Pearson English. https://www.english.com/blog/the importance-of-teaching-values-to-young-learners/spa
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oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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