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The purpose of this personal statement is to explain the different processes that a teacher must have, some of these characteristics are: developing learning strategies to encourage collaborative work, and encouraging the empowerment of teachers and future leaders, in order to develop strategies and skills in future generations. Through the years, empowerment and leadership have been of great accompaniment for teachers to develop new strategies and skills in the teaching process. That is why today leadership has been of great importance in achieving objectives in favor of improving educational processes. This work is focused on guiding teachers in their leadership process in schools so that they become empowered and capable of training other future leading teachers.

The development of leadership abilities to guide quality education and inspire students to achieve higher performance has emerged as a main objective. Hence, to reach high achievements, it is necessary to conduct leadership in the academic field, specifically as teacher leaders. In this personal leadership statement, we reflected on the diverse concepts and our perception of what being a good leader means, our assumptions, empowerment, and implications for the future. The plan is to incorporate transformational leadership in future teaching practices taking into account the strategies and empowerment in learning proposed in the statement.

The present study analyzes, from the perspective of pre-service teachers, the learning opportunities that may arise as well as the challenges they face during the application of TBL in relation to students' speaking development. The concepts that guide this research are Speaking, which is explored from the perspective of Bailey (2000), who understands it as an interactive process seeking to create meaning to the message transmitted. Also, the TBL approach and its framework proposed by Ellis (2014) with 3 phases: Pre-task, During-task and Post-task, as well as the concept of Learning Opportunities which, according to Grabbe (2003) is the access to favorable learning circumstances. For the implementation, a task on Power and Justice was applied in a public school in Monteria, in tenth graders. The qualitative approach under the case study method was followed. For data collection class observations, researchers' and students' journals and artifacts were used to answer the question. In terms of findings, two categories were pre-established: learning opportunities and challenges. From the above, the opportunities of: Providing input in terms of language and new knowledge to encourage students to speak in class, negotiating meaning between students and teacher during the lesson and Provoking student thinking on the topic of power and justice, emerged. As well as the challenges of Coping with the overuse of L1 and the linguistic difficulties, The Inclusion of demanding topics such as Power and Justice and Fulfilling the head teacher's demands regarding the course's syllabus (content and time). This study concludes that this approach offers the opportunity to use language in meaningful ways such as developing critical thinking, using, and acquiring new knowledge but the fear of making mistakes may limit student’s participation and the demands of following grammar-focused content and time limitation may hinder the demands of TBL application.

This qualitative action research aimed, firstly, to examine whether or not the implementing game-based conversational activities enhance oral interaction in a group of 5th grade students from a public school of Montería taking into consideration the advantages of games to develop speaking skills. Secondly, to know students’ opinions regarding the deployment of games based conversational activities in the class. The data collection was done through the implementation of production tasks (game based conversational activities), active observation, audio-visual recordings, focus groups and semi-structured interviews; besides, it was carried out thematic analysis to generate the categories of this study. The results showed a slight increment on students’ oral interaction after the implementation of games, also, it was observed a positive impact on students’ engagement, reduction of negative feelings related to expressing ideas orally during the English class, while students also seemed to enhance their confidence to speak in English, as well as collaborate more with peers. Future studies of games-base activities should consider the adaptation of games frameworks taking into account students’ context and communicative approaches, strategies to minimize disruptive behavior, the relevance of non-verbal communication as complement during oral interaction as well as the impact of games to reduce the use of the L1 during L2 learning.

This research seeks to explore how eight-grader students from a public school located in a rural area from Lorica, Córdoba dispel from judgment and stereotypes concerning cultural differences through authentic material inserted in the IMAGE model approach. This study also attempts to give an answer to the following question: How might authentic materials and the IMAGE model help secondary school students to de-center from judgment and stereotypes regarding cultural differences? To achieve this, this study used a qualitative research method and it applied the action research cycle. The instruments used were participant observations and written tasks. The findings showed that students were able to move from making generalizations and having prejudices to being mindful of cultural differences concerning the English language, especially in terms of where it is spoken, its variety of accents and people who speak this language. The present research project showed that the integration of a cultural lesson throughout the IMAGE model approach and real materials helped secondary school students to change their perceptions into positive ones based on the new knowledge they were capable to acquire during the process and with the exposure to cultural and rich content that they coped with in the classes.

This study seeks to explore the strategies used by a fifth-semester student from an English language teaching program from a public university to cope with speaking anxiety and to identify the external factors that may cause this specific type of anxiety. For this, a qualitative methodology was implemented, specifically an exploratory case study of a public university's fifth-semester student of the English language teaching program. Data were collected by non-participant observations, interviews, and a solicited diary. Finally, The findings found were strategies to cope with speaking anxiety (vocabulary practice, Using /relying on fillers, and positive thinking), external factors that may cause speaking anxiety (Lack of preparation, Limited Vocabulary, grammatical errors, and fear of making mistakes), and signs of speaking anxiety (Biting the nails, Trembling Voice, Moving the legs, and Avoiding Teacher’s eye contact).

El uso de estrategias adecuadas al momento de desarrollar clases dentro de un Ambiente Virtual de Aprendizaje (AVA) es fundamental para el éxito del proceso de aprendizaje. El propósito de este estudio fenomenológico fue explorar las experiencias vividas por los estudiantes en términos de interacción oral durante sesiones sincrónicas en un AVA a partir de las estrategias utilizadas por el docente. Los datos se recolectaron a través de entrevistas orales semiestructuradas aplicadas a 2 estudiantes de inglés como lengua extranjera de una universidad pública del departamento de Córdoba, Colombia, que estaban inscritos en sesiones virtuales de inglés. Las investigadoras aplicaron el método de Giorgi para analizar la información recopilada con el fin de describir la esencia de la experiencia de cada participante y obtener una comprensión profunda del fenómeno de interés. Siete temas surgieron de los datos 1) El sueño y el atractivo, 2) La esencialidad de un ambiente virtual de aprendizaje, 3) La singularidad de una pedagogía del lenguaje, 4) La vivacidad en el aula, 5) La belleza y la fealdad de los recursos didácticos, 6) Un sentido de respeto al interactuar en el aula, 7) Percepciones de la interacción oral. Los hallazgos de este estudio resaltan la esencia de implementar videos como una estrategia de enseñanza efectiva dentro de un AVA. También se identificó en algún momento, un sentimiento de insatisfacción con las actividades proporcionadas por una plataforma de aprendizaje.

Multimodality involves different forms or modes of expression, among which we mainly find the visual, linguistic, spatial, aural and gestural modes. Even several studies have been conducted analyzing those modes, but separately, our point is that converging these modes in the same social interaction helps the participants to create meaning. Facilitating target language comprehensibility is a core practice based on strategies that the teacher makes use of with the aim of getting students to obtain a better understanding of the target language and to facilitate its meaning, it follows 3 stages, create comprehensible language, create context for comprehension and create comprehensible interaction. These 3 stages help educators to achieve significant interactions in the L2 classroom and converging the different multimodal modes while implementing this practice can improve the performance of the social interactions. Considering this, this study aimed to explore how the merge of multimodal modes facilitate target language comprehensibility. To achieve that, many research articles guided us during the investigation. For the data collection procedures an EFL class was analyzed, the participants were a pre-service teacher and his students when doing his teaching practices. The data collection method used was video viewing and to show the results we used transcriptions with the conversation analysis method (CA). The results of this investigation showed that merging the multimodal modes makes easier for students and teachers create meaning and facilitates target language comprehensibility

Institutions are always in need of a leader. This happens because of the necessity of precise qualities that helps with the development of any process. In the educational field, schools need teacher leaders. Teachers who can promote teamwork, set goals, and help their students and college to achieve those goals. In this personal statement, we will determine our approach, qualities, and future practices as teacher leaders. Thus, in the paper, a reflection of our leadership understanding will be found which includes a variety of concepts around leadership, our assumptions about teacher leadership, empowerment, and how all of this can be used inside an educational environment. The plan is the identification of the different characteristics that are needed to become a good teacher leader. This statement sets a starting line in which our professional growth starts and goals to implement once we are inside the professional field.

Since its arrival, Leadership is a tool that has given effectiveness and transformation to the vision of people, especially schools, and for the improvement of teaching methods. This personal statement is intended to determine future concepts, elementals and practices of empowered teachers and leaders of tomorrow. Consequently, in this document, we will clarify key concepts about leadership, our assumptions, our contributions to future schools and our conclusions based on our research. Thus, the plan is to guide teachers to cultivate and empower their skills as leaders who are still hidden in them. Finally, our vision is to inspire other teachers about the positive contributions of leadership skills.

As learning processes are updated and renewed, educational institutions have a duty to develop and implement new strategies that empower teachers to improve and facilitate the student learning process. In this document, we will extensively cover the concepts of leadership and empowering leadership. We will also learn about the various strategies and characteristics of leading teachers. In the same way, we will expose the purpose, the main objectives of a good teacher leader in the classroom, and the development of leadership for future educators. The plan is to reinforce the ability to lead new projects and promote better teaching for education.

This document reports the development of the internship at Santa Rosa de Lima - Sede Seis de Marzo, which was carried out in person with learners from transition grade to fifth grade. The pedagogical intervention was based on supporting this population in educational processes of learning English as a second language. My main aim in this internship was to create spaces where children had closer relationships with the English language. I attempted to implement activities with the methodological strategies that were based on the HLTP Target Language Comprehensibility and Establishing a Meaningful and Purposeful Context.

The bilingualism policy in Colombia is the result of the attempt of the National Government to boost forms of bilingual education. To achieve that Government goal, the Ministry of Education has been in charge of making the necessary educational policies, programs, projects etc. to ensure and optimize the quality of the English as a foreign language (EFL) teaching and learning. The present paper starts to present the internship at the secretary of education of Monteria. The internship was held through the ‘Estado Joven program’ of the Ministry of labor. The object of this paper is to describe my experience as a bilingual assistant; I deeply help strengthen the bilingualism police in Monteria by carrying out strategies and actions to contribute to the enrichment of the professional development of the English teachers and promote international academic mobility that benefits principals (English immersion program).

The unforeseen arrival of the covid-19 virus brought for the educational sector abruptive changes that resulted in switching from face-to-face classes into remote teaching. The purpose of this phenomenological research was to explore the perceptions of three foreign language teachers in a specific public university in Colombia during Covid-19 pandemic times. This study involves the five steps of Giorgi's method for phenomenological analysis. The data were collected through semi-structured in-depth interviews, and a reflective diary. Five themes emerged from the data: 1) Awareness of the need to respond to unexpectedness in teaching, 2)The face of loneliness in the classroom, 3) The despair at not being able to play a pedagogical role, 4) The goodness of practice within an unusual teaching reality,and 5) The longing for change in education. The study highlights that teachers went through a lot of professional and personal challenges, that they described as rewarding and demanding, which led them to implement new methodologies.

This internship was carried out at Universidad de Córdoba, in the frame of Saber Pro course. Its main purpose was to offer interns an authentic experience in English teaching taking into account virtual sceneries as a response to continue teaching EFL during the current pandemic situation, COVID 19. This report follows a methodology that focuses on the Flipped Instructional and a Gamification approach, which were the foundation of the lessons planned during this internship. The sessions were through virtual modality in periods of three hours each one, and the groups were mostly 10th-semester students of various programs in Universidad de Córdoba. Moreover, the attitude of students at the end of the course showed to be more open and their participation increased considerably. At the end of this internship, it could be observed that the Gamification approach had a positive impact on students' perception of English classes. The pedagogical theories used in this internship are explained in this paper along with the description of the lesson plan of one of the sessions. Finally, the conclusions, recommendations, and limitations of this experience are asserted.

This internship was conducted virtually in the university of Cordoba in the frame of the saber pro courses. The saber pro internship purpose was merely about gaining English teaching experience from university students as well as acquiring experience in using technological tools. Additionally, this internship helped me to reflect about the methodologies I used to teach my students as well as all the technological tools that can be used to make the classroom environment more interactive for the students. These pedagogies and technological tools are core elements of this internship which are E- learning, Virtual learning, flipped learning, distance learning, gamification technological mediations and learning guides. Additionally, evidences of the internship process would be shown

This report describes the internship conducted at Cross Curricular Competencies’ courses in the frame of Saber Pro University of Cordoba Institutional Program. It aims to enhance students’ results on Saber Pro National Test while taking the English course to foster students’ reading skills and meliorate their development on the standard test. This internship was implemented in a student-centered e-learning course and follows a flipped instruction method, which used self-recorded videos and personalized learning guides for the asynchronous phase, and interactive activities and discussions for the synchronous online meetings. The use of ICT was valuable to deliver the English courses through an LMS and reduce transactional distance and sense of isolation resulted from the E-approach. Finally, it discusses the findings, pedagogical gains, conclusions, and limitations faced during this meaningful experience.

Due to the pandemic for COVID-19 education has been through many changes and adjustments in order to adapt the traditional face-to-face learning and teaching to the virtual education field; a new experience for many students and educators. Therefore, Universidad de Córdoba implemented a new way for interns to develop their praxis during the Internship whose main purpose is to prepare undergraduate candidates from the university to develop and refine skills to cope with the Saber Pro exam in order to improve their scores. On the other hand, in this paper I will describe the theories of the approaches E-learning, Flipped Learning and Flipped classroom which were the ones used to sustain this internship, as well as my experience along the process.

This internship was carried out at University of Córdoba in the program of Saber Pro. The purpose of this internship is to strengthen students' abilities to answer questions related to communicative competence in English from the Saber Pro test. Furthermore, the internship helped me to get experience of teaching English with university students and improve my English skills. During this experience teaching people of my age or older, I realized the importance of choosing an accurate methodology. I worked with last semester students from Different careers at University of Córdoba, I was assigned 3 groups per month from different careers, they were around 20 to 45 students per group. Besides, I took it as an opportunity to motivate non-English learners to learn English and show them how important it is to know another language. In this way, making use of new strategies and using technology, they could see English as something interesting and not as they have always considered it a compulsory and boring subject.

This 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.