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Internship at University of Córdoba

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dc.contributor.advisorPaz Wechek, Martha Elvira
dc.contributor.authorSalon Padilla, Melissa Andrea
dc.date.accessioned2020-12-02T01:19:07Z
dc.date.available2020-12-02T01:19:07Z
dc.date.issued2020-11-29
dc.description.abstractThis internship program is held by the Universidad de Córdoba in Monteria- Colombia. The purpose of this internship is to get experience of teaching English while having the opportunity to grow up in my professional and personal life. In addition, this internship helped me to improve my English and teaching skills enhancing my methodologies and values as a teacher. The internship was held through the “Saber Pro- ICFES” program. The aim of this report is to evidence my process of learning, experience, and improvement, as well all the implemented pedagogies and methodologies; flip learning, remote teaching, E-learning, and Question-Answer relationship (QAR), that made possible this process to be carried out in a structured way since due to the COVID- 19 it was necessary to restructure the program in terms of the modality, design, and implementation of materials by implementing virtual educational tools. Additionally, all the gains, results, conclusions, recommendations, and limitations are deeply described in the following chapters.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityMonografía
dc.description.tableofcontentsAbstract . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. . 3spa
dc.description.tableofcontentsAcknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . ... . . .. .. . 4spa
dc.description.tableofcontentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .... …. 5spa
dc.description.tableofcontentsChapter I: Pedagogies . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. . . . .. ….. 7spa
dc.description.tableofcontents2.1 Flip learning . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ….. ………8spa
dc.description.tableofcontents2.2 Remote teaching . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9spa
dc.description.tableofcontents2.3 E-learning . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10spa
dc.description.tableofcontentsChapter II: Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11spa
dc.description.tableofcontentsChapter III: Results and findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14spa
dc.description.tableofcontentsChapter IV: Conclusions and recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22spa
dc.description.tableofcontentsChapter V: Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24spa
dc.description.tableofcontentsReferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/3732
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-ICFESeng
dc.subject.keywordsCross-Curricular Courseeng
dc.titleInternship at 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/TPspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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dcterms.referencesAmin, F. M., & Sundari, H. (2020). EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?. Studies in English Language and Education, 7(2), 362-378.spa
dcterms.referencesBozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.spa
dcterms.referencesCortese, E. E. (2003). The application of question-answer relationship strategies to pictures. The Reading Teacher, 57(4), 374-380.spa
dcterms.referencesChen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21.spa
dcterms.referencesEzell, H. K., Hunsicker, S. A., & Quinque, M. M. (1997). Comparison of two strategies for teaching reading comprehension skills. Education and Treatment of Children, 365-382.spa
dcterms.referencesGreen, K.C. and Gilbert, S.W. (1995), Great expectations, content, communications, productivity and the role of information technology in higher education. Change, March/April.spa
dcterms.referencesKulchitsky, J. D. (2008). High‐tech versus high‐touch education: perceptions of risk in distance learning. International Journal of Educational Management.spa
dcterms.referencesLee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. Tesol Quarterly, 52(1), 62-84.spa
dcterms.referencesMcNamara, D. S. (Ed.). (2007). Reading comprehension strategies: Theories, interventions, and technologies. Psychology Press.spa
dcterms.referencesMohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3), 1-11.spa
dcterms.referencesMoreno, R. (2006). Learning in high-tech and multimedia environments. Current directions in psychological science, 15(2), 63-67.spa
dcterms.referencesMuganga, L., & Ssenkusu, P. (2019). Teacher-Centered vs. Student- Centered. Cultural and Pedagogical Inquiry, 11(2), 16-40.spa
dcterms.referencesPearson, P. D., & Johnson, D. D. (1978). Teaching Reading Comprehension. New York: Holt, Rinehart & Winston.spa
dcterms.referencesRani, K. J. (2013). Teaching and learning English as a Foreign/Second Language: Importance of learning strategies. International Journal of English Language and Literature, 1, 96-98.spa
dcterms.referencesRaphael, T. E., (1986). Teaching question answer relationships, revisited. The Reading Teacher, 39, 516- 522.spa
dcterms.referencesThuy, N. T. B., & Huan, N. B. (2018). The effects of question-answer relationship strategy on efl high school students’reading comprehension. European Journal of English Language Teaching.spa
dcterms.referencesZaim, C., & Escobar, M. (2011). Benefits of learning a foreign language.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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