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Internship at saber pro cross curricular competences: english course

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dc.contributor.advisorRacero Diz, José María
dc.contributor.authorBello Berrío, Jeniffer
dc.date.accessioned2020-11-27T20:38:49Z
dc.date.available2020-11-27T20:38:49Z
dc.date.issued2020-11-20
dc.description.abstractThis internship was conducted at the University of Córdoba in Montería. The purpose of this internship program is to help increase the score of undergraduate students taking the Saber- pro test. Besides, it helped me to get experience teaching English young adults and also to improve my English skills as an English teacher. Several pedagogical concepts were addressed in this paper to develop the teaching and learning process effectively. Since these pedagogies are primordial for the designing of the unit and lesson plans implemented during this process. Moreover, the experience gained through this process helped me to have a practical experience in teaching undergraduate students from different degrees at the University of Córdoba. Finally, being a teacher is a profession that involves going through many challenges such as motivation in students, maintaining interest, incorporating new technologies, evaluation mechanisms, etc. However, it is worth promoting learning in students despite there are certain limitations that surround students such as internet connection and electronic devices.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityMonografía
dc.description.tableofcontentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7spa
dc.description.tableofcontentsChapter I: Pedagogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9spa
dc.description.tableofcontentsChapter II: Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 15spa
dc.description.tableofcontentsChapter III: Experience and contributions…………. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18spa
dc.description.tableofcontentsChapter IV: Conclusions and recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26spa
dc.description.tableofcontentsChapter V: Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27spa
dc.description.tableofcontentsReferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28spa
dc.description.tableofcontentsAppendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/3725
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, 2020spa
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.keywordsInternshipeng
dc.subject.keywordsSaber pro testeng
dc.subject.keywordsUniversity of Córdobaeng
dc.subject.keywordsExperienceeng
dc.subject.keywordsUndergraduate studentseng
dc.subject.proposalPrácticasspa
dc.subject.proposalSaber pro testspa
dc.subject.proposalUniversidad de Córdobaspa
dc.subject.proposalExperienciaspa
dc.subject.proposalPregrado estudiantesspa
dc.titleInternship at saber pro cross curricular competences: english coursespa
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/TPspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAldrich, C. (2005). Simulations and the future of learning: An innovative (and perhaps revolutionary) approach to e-learning. San Francisco: Pfeifferspa
dcterms.referencesAl-Zu’be, A. F. M. (2013). The difference between the learner-centred approach and the teacher-centred approach in teaching English as a foreign language. Educational Research International, 2(2), 24-31spa
dcterms.referencesBermejo, S. (2005). Cooperative electronic learning in virtual laboratories through forums. IEEE Transactions on Education, 48(1), 140-149.spa
dcterms.referencesCornelius, S., & Gordon, C. (2008). Providing a flexible, learner-centred programmed: Challenges for educators. Internet & Higher Education, 11(1), 33-41spa
dcterms.referencesGonzález-Videgaray, M. (2007). Evaluación de la reacción de alumnos y docentes en un modelo mixto de aprendizaje para educación superior. RELIEVE, 13(1) Retrieved from http://www.uv.es/RELIEVE/v13n1/RELIEVEv13n1_4.htm.spa
dcterms.referencesLape, N. K., Levy, R., Yong, D. H., Haushalter, K. A., Eddy, R., & Hankel, N. (2014). Probing the inverted classroom: A controlled study of teaching and learning outcomes in undergraduate engineering and mathematics. ASEE Annual Conference and Exposition, Conference Proceedings, USA, 121, 9475. https://www.asee.org/ public/conferences/32/papers/9475/downloadspa
dcterms.referencesSlunt, K. M., & Giancarlo, L. C. (2004). Student-centered learning: A comparison of two different methods of instruction. Journal of Chemical Education, 81(7), 985-988.spa
dcterms.referencesSpratt, M., Pulverness, A., & Williams, M. (2005). The TKT course. United Kingdom: Cambridge University Press.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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