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Internship at public university: university of Córdoba, accompaniment and academic mentoring

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dc.audience
dc.contributor.advisorNieto Caballero, Jaime Arturospa
dc.contributor.authorNisperuza Salgado, Isley Patricia
dc.date.accessioned2023-02-25T15:14:18Z
dc.date.available2023-02-25T15:14:18Z
dc.date.issued2023-02-23
dc.description.abstractUniversity of Córdoba and the accompaniment and academic tutoring in the internship modality has allowed the teachers in training to explore a real-life context working with students belonging to the first levels of the undergraduate degree, that is, in the space between the first and fifth semester. of the degree in English in Monteria -Córdoba, with the purpose of applying different strategies and practices that help these students not to abandon their studies and feel the academic and psychological support of the faculty and the university well-being. Despite the fact that this was an innovative project, there were not many references that showed the guidelines for developing it, so various details were omitted that consequently led to several errors in its execution. To give continuity to the project, it was established to work on the design of a plan that was directed by the selected coordinators and teachers in training. The objective of this pedagogical report was to describe my experience of the methodological process through activities and lesson plans, which I used to help some students in communication and grammar courses of the English major. As well as the description of the activities carried out throughout the internship process. The approach based on modeling and gamification was used so that the classes were much more didactic and that the students could see the utility for a better acquisition of the language and also as enrichment for the teacher in this field of university education.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. INTRODUCTION.........................................................................................8spa
dc.description.tableofcontents2. PEDAGOGIES AND STRATEGIES.........................................................................................11spa
dc.description.tableofcontents2.1 Modeling............................................................12spa
dc.description.tableofcontents2.2 Peer tutoring..............................................................13spa
dc.description.tableofcontents2.3 Gamification..........................................................15spa
dc.description.tableofcontents2.4 Remote learning.................................................................16spa
dc.description.tableofcontents3. METHODOLOGY..................................................................................18spa
dc.description.tableofcontents4. RESULTS..........................................................................24spa
dc.description.tableofcontents4.1 Professional growth.......................................................................................25spa
dc.description.tableofcontents4.2 Academic growth..........................................................................28spa
dc.description.tableofcontents4.3 Personal growth.....................................................................30spa
dc.description.tableofcontents4.4 Student's academic improvement.....................................................................31spa
dc.description.tableofcontents5. CONCLUSIONS, LIMITATIONS, & RECOMMENDATIONS..........................................33spa
dc.description.tableofcontents6. REFERENCES.....................................................................................37spa
dc.description.tableofcontents7. Appendix...........................................................................................41spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7218
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.keywordsPlay-based approachspa
dc.subject.keywordsUniversity educationspa
dc.subject.keywordsMentoringspa
dc.subject.keywordsTeaching experiencespa
dc.subject.keywordsLesson planningspa
dc.subject.proposalMentoriaspa
dc.subject.proposalEnfoque basado en el juegospa
dc.subject.proposalEducacion universitariaspa
dc.subject.proposalTutoriaspa
dc.subject.proposalPlanificacion de leccionesspa
dc.subject.proposalExperiencia docentespa
dc.titleInternship at public university: university of Córdoba, accompaniment and academic mentoringspa
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.references“Desarrollo de competencias de mentoring y coaching”, de Beatriz Valderrama. (n.d.). Leader Summariesspa
dcterms.references525-545 Everhard, C. (2015). Implementing a Student Peer-Mentoring Programme for Self-Access Language Learning. SiSAL Studies in Self-Access Learning Journal, 6(3), ppp. 300-312spa
dcterms.referencesA Space of Mentoring. (n.d.). Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/13611267.2016.1267937spa
dcterms.referencesAPLICACIÓN DEL MENTORING (MENTOR) EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE EN LA EDUCACIÓN SUPERIOR. (2010).spa
dcterms.referencesUniversidad Estatal De Milagro (EPUNEMI), Universidad De Guayaquil. https://www.pedagogia.edu.ec/public/docs/cfe547b90be7648280f91128ec2abadd.pdfspa
dcterms.referencesCollaborators of Wikipedia. (2023, January 5). Universidad de Córdoba (Colombia). Wikipedia, La Enciclopedia Libre.spa
dcterms.referencesConceptualizing and Defining Pedagogy. (2021). Dr. Rajendra Kumar Shah. https://www.iosrjournals.org/iosr-jrme/papers/Vol-11%20Issue-1/Ser-2/B1101020629.pdfspa
dcterms.referencesLicenciatura en Lenguas Extranjeras con énfasis en Inglés - Universidad de CÃ3rdoba - Montería - SNIES:105949. (n.d.).spa
dcterms.referencesZedan, L. (2022, March 23). ▷ Mejores libros sobre mentoring 2023 - Clasificación de libros. Librosz. https://librosz.es/generos/libros-sobre-mentoring/spa
dcterms.referencesTutoring By Keith Topping. (2012). http://www.iaoed.org/downloads/prac05e.pdfspa
dcterms.referencesTutoring Approach. (2015, June 23). Tom’s Tutoring. https://www.economics-maths-tutor.com/contact/tutoring-approach/spa
dcterms.referencesTeam, A. (2019, November 29). Pasantía: 5 razones por la que deberías hacer una | 2019 . Inicio - Internships Abroad.spa
dcterms.referencesStaff, T. (2022, January 21). The Definition Of Peer Teaching: A Sampling Of Existing Research. TeachThoughtspa
dcterms.referencesPromoting student learning through peer tutoring - a case study. (2011). https://ro.ecu.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=4913&context=ecuworksspa
dcterms.referencesPROGRAMA MENTORÍAS COMO ESTRATEGIA DE APOYO PARA LA ACTIVIDAD TUTORIAL DE LA LICENCIATURA EN IDIOMAS-UJAT. (2011). Encuentro Nacional De Tutoría. https://oa.ugto.mx/wp-content/uploads/2016/11/oa-rg-0000706.pdfspa
dcterms.referencesLos beneficios de ser mentor. (n.d.). Michael Page. https://www.michaelpage.com.mx/advice/management/desarrollo-y-retenci%C3%B3n-de-profesionales/los-beneficios-de-ser-mentorspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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