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Internship at public university: University of Cordoba, accompaniment and academic tutoring

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dc.contributor.advisorArango Arteaga, Andrés Felipespa
dc.contributor.authorRuiz vera, Karen Lorenaspa
dc.date.accessioned2023-02-11T11:48:46Z
dc.date.available2023-02-11T11:48:46Z
dc.date.issued2023-02-10
dc.description.abstractThis report describes my experience during the internship “accompaniment and academic tutoring” conducted at the University of Cordoba. The main focus of this project was to promote the permanence and graduation of students from the foreign language teaching program, by enriching advanced in their professional development. It consisted of private academic support to students with learning disabilities aimed to enhance their language acquisition and interpersonal skills. The encounters were mainly in person and lessons were based on tutoring and cooperative work strategies since students worked in collaboration to achieve personal goals. In addition, this document illustrates the teaching practices, methodologies, results, recommendations, and limitations related to the process and its implications for my professional growth.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPráctica Empresarialspa
dc.description.tableofcontents1. Introduction......................................................................... 8spa
dc.description.tableofcontents2. Pedagogies .........................................................................11spa
dc.description.tableofcontents2.1 Tutoring .........................................................................12spa
dc.description.tableofcontents2.1.1 Tutoring Strategies…………………………………………………………….…12spa
dc.description.tableofcontents2.2 Cooperative Learning……………………………………………………………....14spa
dc.description.tableofcontents2.3 Grammar Approaches……………………………………………………………...16spa
dc.description.tableofcontents3. Methodology…………………………………………………………………………………18spa
dc.description.tableofcontents3.1 Duties Chart……………………………………………………………………………………………………………………20spa
dc.description.tableofcontents4. Findings and Gains………………………………………………………………….……….23spa
dc.description.tableofcontents4.1 Incrementation in students’ motivation…………………………………...………23spa
dc.description.tableofcontents4.2 Student's academic improvement………………………………………….26spa
dc.description.tableofcontents4.3 My personal and professional growth…………………………………………….27spa
dc.description.tableofcontents5. Conclusions, Recommendations & Limitations……………………………………………29spa
dc.description.tableofcontents6. References…………………………………………………………………………………… 31spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7081
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/restrictedAccessspa
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.keywordsPeer-tutoringeng
dc.subject.keywordsCooperative Learningeng
dc.subject.keywordsDeductive, inductive and eclectic approacheseng
dc.subject.proposalTutoria entre paresspa
dc.subject.proposalAprendizaje Colaborativospa
dc.subject.proposalEnfoques deductivo, inductivo y eclécticospa
dc.titleInternship at public university: University of Cordoba, accompaniment and academic tutoringspa
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.referencesBastone, R. (1994). Grammar. Oxford: Oxford UP.spa
dcterms.referencesBejarano, Y. 1987. A cooperative small-group methodology in the language classroom. TESOL Q. 21:3, pp. 483-504.spa
dcterms.referencesChomsky, N. (2002). On Nature and Language. Cambridge: Cambridge University.spa
dcterms.referencesCrandall, J. A. (1999). Cooperative language learning and affective factors. In Arnold, J. (ed.) Affective factors in language learning. Cambridge: Cambridge University Press, 226-245.spa
dcterms.referencesDansereau, D. F. (1988). COOPERATIVE LEARNING STRATEGIES. Learning and Study Strategies, 103–120.spa
dcterms.referencesDean, D. 1986. Questioning techniques for teachers: A closer look at the process. Contemporary Education 57: 184-85.spa
dcterms.referencesEhly, Stewart W., and Stephen C. Larsen. Peer Tutoring for Individualized Instruction. Boston: Allyn and Bacon, Inc., 1980.spa
dcterms.referencesJackson, D. L., Teal, C. R., Raines, S. J., Nansel, T. R., Force, R. C., & Burdsal, C. A. (1999). The dimensions of students’ perceptions of teaching effectiveness. Educational and Psychological Measurement, 59, 580–596.spa
dcterms.referencesNasri, M., & Biria, R. (2017). Integrating multiple and focused strategies for improving reading comprehension and 12 lexical development of Iranian intermediate EFL learners. International Journal of Applied Linguistics & English Literature, 6(1), 311-321.spa
dcterms.referencesLarser and Freeman (2011). Techniques and Principles in Language Teaching. (With M. Anderson). Third Edition. Oxford: Oxford University Press.spa
dcterms.referencesLuca, J., & Clarkson, B. (2002). Promoting student learning through peer tutoring – A case study. Proceedings of the ED-MEDIA world conference on educational multimedia, hypermedia & telecommunications, USA. (ERIC Document Reproduction Service No. ED477058)spa
dcterms.referencesSharma, N., & Patterson, P. G. (1999). The impact of communication effectiveness and service quality on relationship commitment in consumer, professional services. Journal of Services Marketing, 13(2), 151–170.spa
dcterms.referencesSchleyer, G., Langdon, G. S., & James, S. (2005). Peer tutoring in conceptual design. European Journal of Engineering Education, 30(2), 245-254.spa
dcterms.referencesWheatley, R. K., West, R. P., Charlton, C. T., Sanders, R. B., Smith, T. G., &Taylor, ~v1. J. (2009). Improving behavior through differential reinforcement: A praise note system for elementary school students. Education and Treatment of Children, 32, 551-571. Retrieved March 11,2010, from ERIC database.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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