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Lifelong professional development: empowering foreign language teachers

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dc.audience
dc.contributor.advisorAguas Castillo, Pedro Pablospa
dc.contributor.authorDonado Murlasco, Arcelio Enrique
dc.contributor.authorDíaz Cantero, Yohenis De Jesús
dc.date.accessioned2023-02-27T23:40:32Z
dc.date.available2023-02-27T23:40:32Z
dc.date.issued2023-02-27
dc.description.abstractThe new era of teacher-leaders will generate a powerful impact on the educational process and the acquisition of these leadership skills is increasing, which will incorporate significant development into the learning processes. Fostering leadership in schools is a very important and productive process for all members of the educational community, especially for teachers and students, because a teacher-leader will know how to guide the educational processes in order to implement leadership by showing their learners the importance of this in all walks of life. Thus, in this article, we will provide several concepts of leadership, including our assumptions, collaborative work, leadership empowerment, and implications for the future of our teaching work to encourage our students to be leaders. Our goal is to develop leadership strategies so that as future educators we can carry out innovative projects that implement and strengthen teamwork so that they inspire our students to be leaders too.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityMonografíasspa
dc.description.tableofcontents1. Leadership profile.spa
dc.description.tableofcontents2. Abstract.spa
dc.description.tableofcontents3. Introduction.spa
dc.description.tableofcontents4. Our assumptions.spa
dc.description.tableofcontents5. Leadership Empowerment and Implications for the Future.spa
dc.description.tableofcontents6. Conclusion.spa
dc.description.tableofcontents7. References.spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7249
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.keywordsLeadershipspa
dc.subject.keywordsEmpowermentspa
dc.subject.keywordsTeacher leadersspa
dc.subject.keywordsCollaborative workspa
dc.subject.keywordsEducationspa
dc.subject.proposalLiderazgospa
dc.subject.proposalEmpoderamientospa
dc.subject.proposalDocentes líderesspa
dc.subject.proposalTrabajo colaborativospa
dc.subject.proposalEducaciónspa
dc.titleLifelong professional development: empowering foreign language teachersspa
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.referencesAgrawal, A. (2016, April). 5 Leadership Authors You Must Follow in 2016.spa
dcterms.referencesBALYER, A., OZCAN, K., & YILDIZ, A. (2017). Teacher Empowerment: School Administrators Roles. Eurasian Journal of Educational Research, 17(70), 1–18. https://doi.org/10.14689/ejer.2017.70.1spa
dcterms.referencesDaft, R. L. (2008). The Leadership Experience (4th ed.). Thomson South-Western.spa
dcterms.referencesIqbal, S. (2015). Leadership: what it is, what it is not. Pakistan Buisiness Review, 201–206.spa
dcterms.referencesLeedy, P. D., & Ormrod, J. E. (2010). Practical Reserch (9th ed.). Person Education.spa
dcterms.referencesLightfoot, S. L. (1986). On Goodness in Schools: Themes of Empowerment. Peabody Journal of Education, 63(3), 9–28. https://doi.org/10.1080/01619568609538522spa
dcterms.referencesLorinkova, N. M., & Jansen Perry Sara. (2018). Reducing Employee Cynicism and Time Theft Through Empowering Leadership. Keller Center for Reserchg, 11(2).spa
dcterms.referencesMelenyzer, B. J. (1990). T. E. T. D. M. and S. A. of Teachers. (1990, November). Melenyzer, B.J. (1990). Teacher Empowerment: The Discourse, Meanings and Social Actions of Teachers.spa
dcterms.referencesMeridith, E. M. (2007). Leadership Strategies for Teachers (2nd ed.). Corwin Press.spa
dcterms.referencesOREG, S., & BERSON, Y. (2011). LEADERSHIP AND EMPLOYEES’ REACTIONS TO CHANGE: THE ROLE OF LEADERS’ PERSONAL ATTRIBUTES AND TRANSFORMATIONAL LEADERSHIP STYLE. Personnel Psychology, 64(3), 627–659. https://doi.org/10.1111/j.1744-6570.2011.01221.xspa
dcterms.referencesRichards, J. C., & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms (1st ed.). Cambridge University Press.spa
dcterms.referencesSharma, P. N., & Kirkman, B. L. (2015). Leveraging Leaders: A Literature Review and Future Lines of Inquiry for Empowering Leadership Research. Group & Organization Management, 40(2), 193–237. https://doi.org/10.1177/1059601115574906spa
dcterms.referencesSilva, A. (2016). What is leadership? Journal of Business Studies Quarterly, 8(1).spa
dcterms.referencesSpreitzer, G. M. (1995). Psychological Empowerment in the Workplace: Dimensions, Measurement, and Validation. Academy of Management Journal, 38(5), 1442–1465. https://doi.org/10.5465/256865spa
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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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