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Promoting empathy and teamwork through the awareness of the sustainable development goals in conversation level learners

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dc.audience
dc.contributor.advisorMendoza Bohorquez, Francisco Miguelspa
dc.contributor.authorTriviƱo Arango, Andrea Camila
dc.date.accessioned2023-07-27T19:10:22Z
dc.date.available2023-07-27T19:10:22Z
dc.date.issued2023-07-18
dc.description.abstractThis paper describes my internship experience carried out at the Cristobal Colon Educational Institution. This internship was focused on the context of the Conversation course, which is the 7th and last level of the Bilingualism for Peace program. The main objective during my internship was to foster emotional competencies such as empathy and teamwork. To achieve this, I implemented three sustainable development goals during the classes, which were Quality Education, Sustainable Cities and Communities and Climate Action. I also took into account the objectives of the Bilingualism for Peace program and the collaborative learning approach in the planning of the classes and the design of the activities. On the other hand, in this paper I will be addressing some aspects about this internship experience, such as the work methodology I put into practice during the classes and my teaching style based on the student centered, capable of interacting with peers to achieve personal and collaborative goals. Likewise, I will present the positive results I obtained during this internship both as a professional and as a person, as well as the gains of my students regarding their learning processes. Finally, I will share some conclusions about the internship journey, some limitations I experienced and how I overcame them, and also some recommendations for those students who are considering to opt for an internship.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Ɖnfasis en InglĆ©sspa
dc.description.modalityPasantĆ­asspa
dc.description.tableofcontents1. INTRODUCTION.........................................................................................................9spa
dc.description.tableofcontents2. PEDAGOGY................................................................................................................12spa
dc.description.tableofcontents2.1. Citizenship Competencies .......................................................................................12spa
dc.description.tableofcontents2.1.1. Emotional Competencies ..................................................................................13spa
dc.description.tableofcontents2.1.1.1. Social Awareness ........................................................................................15spa
dc.description.tableofcontents2.1.1.1.1. Empathy................................................................................................16spa
dc.description.tableofcontents2.1.1.2. Relationship Awareness.............................................................................16spa
dc.description.tableofcontents2.1.1.2.1. Teamwork.............................................................................................17spa
dc.description.tableofcontents2.2. Collaborative Learning Approach .........................................................................18spa
dc.description.tableofcontents2.3 Bilingualism for Peace ..............................................................................................18spa
dc.description.tableofcontents2.4 Sustainable Development Goals ..............................................................................20spa
dc.description.tableofcontents2.4.2. Sustainable Cities and Communities...............................................................21spa
dc.description.tableofcontents2.4.3. Climate Action...................................................................................................22spa
dc.description.tableofcontents3. METHODOLOGIES ..................................................................................................23spa
dc.description.tableofcontents3.1 Duties Chart ..............................................................................................................24spa
dc.description.tableofcontents4. RESULTS.....................................................................................................................26spa
dc.description.tableofcontents4.1 Professional Growth .................................................................................................26spa
dc.description.tableofcontents4.2 Students Growth .......................................................................................................29spa
dc.description.tableofcontents4.3 My Impact on the Institution...................................................................................33spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS....................................................36spa
dc.description.tableofcontents6. LIMITATIONS ...........................................................................................................38spa
dc.description.tableofcontents7. REFERENCES............................................................................................................40spa
dc.description.tableofcontents8. APPENDICES .............................................................................................................42spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7505
dc.language.isoengspa
dc.publisher.facultyFacultad de EducaciĆ³n y Ciencias Humanasspa
dc.publisher.placeMonterĆ­a, CĆ³rdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Ɖnfasis en InglĆ©sspa
dc.rightsCopyright Universidad de CĆ³rdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribuciĆ³n-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.keywordsEmotional Competenciesspa
dc.subject.keywordsSustainable Development Goalsspa
dc.subject.keywordsCollaborative Learning Approachspa
dc.subject.keywordsBilingualism for Peacespa
dc.subject.proposalCompetencias emocionalesspa
dc.subject.proposalObjetivos de Desarrollo Sosteniblespa
dc.subject.proposalEnfoque de Aprendizaje Colaborativospa
dc.subject.proposalBilingĆ¼ismo para la Pazspa
dc.titlePromoting empathy and teamwork through the awareness of the sustainable development goals in conversation level learnersspa
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.referencesBilingĆ¼ismo para la Paz: Un modelo de extensiĆ³n exclusivo para niƱos en vulnerabilidad (2021) Co-Lab | Laboratorio EducaciĆ³n Superior. From https://colab.colombiaaprende.edu.co/experiencias/bilinguismo-para-la-paz-un-modelo-de extension-exclusivo-para-ninos-en-vulnerabilidad 2/#:~:text=Biling%C3%BCismo%20para%20la%20Paz%20es,ingl%C3%A9s%2C%20diri gido%20a%20ni%C3%B1os%20despa
dcterms.referencesDavidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25(3&4), 7-55. http://www.sun.ac.za/english/learning teaching/ctl/Documents/Davidson%202014%20BoundaryCrossings.pdfspa
dcterms.referencesKatila, P., Colfer, C. J. P., De Jong, W., Galloway, G., Pacheco, P., & Winkel, G. (Eds.). (2019). Sustainable Development Goals. Cambridge University Press. https://www.researchgate.net/profile/Wil-De Jong/publication/337823641_Sustainable_Development_Goals_Their_impact_on_forests_a nd_people/links/5dec446d4585159aa46ba90d/Sustainable-Development-Goals-Their impact-on-forests-and-people.pdfspa
dcterms.referencesLaal, M., & Laal, M. (2012). Collaborative learning: what is it?. Procedia-Social and Behavioral Sciences, 31, 491-495. https://www.sciencedirect.com/science/article/pii/S1877042811030217?ref=pdf_download &fr=RR-2&rr=7da7d8cfdfa5f883spa
dcterms.referencesOtt, C. (n.d). What is Emotional Intelligence? The Ohio State University. Collage of food, agricultural and environmental sciences. https://ohio4h.org/sites/ohio4h/files/imce/Emotional%20Intelligence%20Background.pdfspa
dcterms.referencesRieckmann, M. (2017). EducaciĆ³n para los Objetivos de Desarrollo Sostenible: objetivos de aprendizaje. UNESCO Publishing. https://web.unican.es/unidades/igualdad/SiteAssets/guia-de-recursos/responsabilidad social-universitaria/EdS_ODS.pdfspa
dcterms.referencesRojas, M. P. (2021, marzo 15). Competencias emocionales y su importancia en la educaciĆ³n. NeuroClass. https://neuro-class.com/competencias-emocionales-y-su importancia-en-la-educacion/spa
dcterms.referencesSaber y saber hacer, L. Q. N. (s/f). sĆ­ es posible. Gov.co. https://www.mineducacion.gov.co/1621/articles-75768_archivo_pdf.pdfspa
dcterms.referencesSustainable Development Goals. (s/f-b). UNDP. Recuperado el 29 de junio de 2023, de https://www.undp.org/sustainable-development-goals?gclid=Cj0KCQjwtO kBhDIARIsAL6Lorfy48G9kI9SNEPQezdw7Ihn_LPKqNKJN1CK_p8zVlYi9ea vBrpNIgaAvnUEALw_wcBspa
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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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