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Internship at Institution Educativa Camilo Torres under the program Bilingualism for Peace from University of Córdoba

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dc.contributor.advisorGalván Garcés, Olga Lucíaspa
dc.contributor.authorRestrepo Martínez, Ángel de Jesús
dc.date.accessioned2022-08-04T22:52:25Z
dc.date.available2022-08-04T22:52:25Z
dc.date.issued2022-07-30
dc.description.abstractThis internship was conducted at Camilo Torres High School with Bilingualism for Peace project tracing. This internship aimed to give me valuable work experience on my pedagogical intention which planned to increase students' English language communicative skills based on the formation of values they consider the lack of practice in day to day life. It also helped me to gain more authentic teaching and learning experience to enrich my professional teaching growth. The methodology implemented in class derived from Active Learning instruction in order to make my students create new knowledge by activating previous knowledge through collaborative work, promoting a sense of community. This paper confers pedagogies, methodologies, results, conclusions, recommendations and limitations of this great experience of a teaching process in which I learned and challenged myself to become an excellent teacher.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. INTRODUCTION………………………………………………………………….6spa
dc.description.tableofcontents2. PEDAGOGIES …………………………………………………………………….8spa
dc.description.tableofcontents2.1 ACTIVE LEARNING…………………………….……….……………….….8spa
dc.description.tableofcontents2.2 INQUIRY BASED LEARNING………………………………………………10spa
dc.description.tableofcontents2.3 VALUE EDUCATION……………………………………………………….11spa
dc.description.tableofcontents3. METHODOLOGIES………………………………………………………………12spa
dc.description.tableofcontents3.1 DUTIES CHART…….………………………………………………….……14spa
dc.description.tableofcontents4. RESULTS…………………………………………………….……………………16spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS…………………………………24spa
dc.description.tableofcontents6. LIMITATIONS…………………………………………………………………….25spa
dc.description.tableofcontents7. REFERENCES……………………….…………………………………………….27spa
dc.description.tableofcontents8. APPENDIX……………………………………………………………………...…29spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6244
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
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.keywordsActive learningeng
dc.subject.keywordsBased learningeng
dc.subject.keywordsLearning groupseng
dc.subject.keywordsValue educationeng
dc.subject.proposalActive learningspa
dc.subject.proposalBased learningspa
dc.subject.proposalLearning groupsspa
dc.subject.proposalValue educationspa
dc.titleInternship at Institution Educativa Camilo Torres under the program Bilingualism for Peace from University of Córdobaspa
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.redcolhttps://purl.org/redcol/resource_type/TP
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAbdi, A. (2014). The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course. Universal journal of educational Research, 2(1), 37-41.spa
dcterms.referencesAditomo, A., Goodyear, P., Bliuc, A. M., & Ellis, R. A. (2013). Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239-1258.spa
dcterms.referencesBrame, C. (2016). Active learning. Vanderbilt University Center for Teaching.spa
dcterms.referencesFelder, R. M., & Brent, R. (2009). Active learning: An introduction. ASQ higher education brief, 2(4), 1-5.spa
dcterms.referencesHalstead, J. M., & Taylor, M. J. (2000). Learning and teaching about values: A review of recent research. Cambridge journal of education, 30(2), 169-202.spa
dcterms.referencesHappy Numbers. (June 2022). List of Teaching Methodologies Primary School. https://happynumbers.com/blog/list-of-teaching-methodologies-primary-school/spa
dcterms.referencesInstaPdf. (June-14- 2021). Importance of Value Education. https://instapdf.in/importance-of-value-education/spa
dcterms.referencesLaal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and behavioral sciences, 31, 486-490.spa
dcterms.referencesPreston, L., Harvie, K., & Wallace, H. (2015). Inquiry-based learning in teacher education: A primary humanities example. Australian Journal of Teacher Education (Online), 40(12), 73-85.spa
dcterms.referencesVeugelers, W., & Vedder, P. (2003). Values in teaching. Teachers and Teaching, 9(4), 377-389.spa
dcterms.referencesZayapragassarazan, Z., & Kumar, S. (2012). Active learning methods. Online Submission, 19(1), 3-5.spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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