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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.

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.

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.

Reading to learn is an instructional approach that leads students from aided to independent creation of meaning in reading and writing, it follows a cycle with a set of strategies guiding students to independent construction of a specific text-genre. Nevertheless, few studies have designed instructional units and lessons for the use of R2L to promote learners’ oral production, most specifically of oral exposition texts. Neither has it been researched yet the use of this methodology along with mediation tools in the EFL class. Therefore, this qualitative study is intended to describe the main characteristics an instructional unit and lesson based on R2L and flipped learning should contain to develop tenth-graders’ capacity to produce oral exposition discourses in an EFL class. As well as to identify the main adaptations EFL teachers should consider when integrating R2L and FL for developing students’ capacity to produce exposition oral genres. Previous to the unit design, a diagnostic lesson was conducted on tenth-graders in a public school from the rural side of Montería, Colombia. Throughout the intervention oral production tasks, audio recordings, observations, and document analysis were used to collect data for the present design. This study sheds light on the existing gap of knowledge about the design and implementation of R2L and Flipped instruction to prompt the participation of oral exposition texts in tenth-graders. Leer para aprender (R2L) es un enfoque instructivo que, siguiendo un ciclo con un conjunto de estrategias pedagógicas, lleva a los estudiantes de la ayuda a la creación independiente de significado en la lectura y la escritura, así como a la construcción independiente de géneros textuales específicos. Sin embargo, pocos estudios han diseñado unidades y lecciones instructivas para el uso de R2L enfocados a la producción oral de los estudiantes, específicamente de textos orales argumentativos. Además, la investigación del uso de esta metodología junto a herramientas de mediación tecnológica es casi nula en el campo de la enseñanza del inglés como lengua extranjera. Por eso, este estudio cualitativo pretende describir las principales características que deben contener una unidad y lección instructiva basadas en R2L y el modelo de aula invertida, enfocadas en capacitar a alumnos de décimo grado para la producción de discursos argumentativos. El presente estudio también busca identificar las principales adaptaciones que los docentes deben considerar al momento de integrar R2L y herramientas tecnológicas en el aula de inglés como lengua extranjera, enfocados a la producción del género textual argumentativo. Antes del diseño de la unidad, una clase diagnóstica permitió identificar un bajo nivel de producción oral en alumnos de décimo grado en una escuela rural pública de Montería. Durante la intervención, tareas de producción oral, grabaciones de audio, observaciones y análisis de documentos permitieron recopilar información para el presente diseño. Este estudio permitirá esclarecer la brecha existente en la literatura concerniente al diseño e implementación de R2L y aula invertida para impulsar la participación alumnos de décimo grado en discursos argumentativos.

Reading comprehension is a receptive skill that encompasses other linguistic features such as vocabulary and grammar in which the reader understands texts by decoding and visualizing meaning. Despite the complete curriculum of the public school Liceo La Pradera regarding reading in English lessons, students of a tenth-grade course remain in traditional activities that privilege students’ learning of grammatical knowledge, usually failing to arouse them to learn to read. Hence, students’ competence in reading is limited to understanding isolated words and related grammar structures. Considering this fact, this study sought to determine the characteristics of designing a blended EFL reading unit with DARTs and News in level articles for a group of 37 tenth-graders. Data was collected through an interview, a reading diagnostic task, a questionnaire, observations, and official documents. Findings of this study described the final planning of a reading unit based on the needs analysis as well as its process of creation. This study suggests that the effect of the application of such unit might vary according to the context is implemented.

With the intention of determining the characteristics of a syllabus that will develop the skills of the 21st century in the children of the municipality of Cienaga de Oro, a need analysis has been carried out from the responses given by parents, teachers and prospective students to the surveys and focus groups carried out, as well as the documentary review of documents created by the Ministry of Education. On the one hand, it was found that children have a fervent desire to learn English to improve their future professional possibilities and that they want what they will learn to be related to these aspirations. On the other hand, teaching methods involve communication technologies, since with it, they find access to a number of tools that are not found within a conventional class area and that, despite having English classes in their educational institutions, have deficiencies in Basic English skills such as speaking, listening and writing. With this situational and skill based syllabus, it is expected that the Stephen Hawking Institute can contribute to the improvement of the teaching of English in the municipality of Cienaga de Oro.

The Department of Foreign Languages in the University of Córdoba proposes a macro project called “Servicios de Traducción e Interpretación” led by professors of the English Teaching program and current internship tutors: B.S. Jaime Nieto and M.S. Paula García. This macro project has two micro projects, one focuses on interpretation services to expert visitors whereas the other is aimed at translations and revisions of academic papers. The University of Córdoba offers this project as a selectable option for students to graduate, but the internship process was modified due to the global pandemic of the current year. This report describes the strategies, theories, and overall experience from three interns as they accomplished the tasks, functions, and responsibilities they were given under the micro project focused on the translation and revision process of academic papers.

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).

Listening is the English language skill that models language for students to understand sounds, intonation, pronunciation, differences in accents, and so forth as stated by Tomlinson (1984, cited by Hamouda 2013, p. 117). This skill allows people to share messages effectively making it possible to communicate. After initial observations carried out in a primary school, it was possible to identify students’ difficulties when understanding L2 listening activities. This action-case study explores how primary students’ listening skills may change when using animated cartoons in L2 lessons. The study also investigate students’ perception about this tool. Data was collected through observations, one semi-structured interviews for the students, one structured interview for the teacher, and an initial and final test for the students. Results showed that there was an improvement in students’ listening skills and they recognized it as a good tool for developing the L2.

This study aimed to explore the use of Inquiry – based learning (IBL) to foster eighth graders active participation in the English class. A qualitative case study was followed during a semester at Institucion Educativa Normal Superior. Findings revealed that in spite of receiving classes remotely given the pandemic Covid- 19 students shared, collaborated, and actively participated either orally or doing written tasks to create meaning though the texts they shared. Additionally, students developed new learning skills to solve every day problems and creatively communicated with others using digital practices never included before in their classes. Also, IBL allowed the teacher to assume different roles such as facilitator, motivator and guide rather than being only a provider of knowledge. Finally, this study also highlights some benefits like the use of internet to look up for information and challenges like the lack of oral participation because of the pronunciation. Those benefits and challenges came out with the use of IBL to foster active participation.

This internship was conducted in the Bilingualism for Peace program at El Sabanal School in Monteria with students of beginner level from the rural zone. The purpose of this internship was to gain experience of teaching English to children and also improve my performance as an English teacher. The pedagogies are several concepts that were addressed during the internship, learner-centered approach, task-based learning, e-learning and intercultural understanding, those elements were fundamental in the design of the units and lessons. Furthermore, the experience obtained inside the classroom and how the previous concepts are aligned with the suggested units and lessons are part of this report. Finally, from this journey it can understand that the teaching process is a hard labor and how this experience was helpful to improve as a teacher, also some limitations are included such as the lack of technological resources due to not all students can have access them.

This internship was conducted at Institución Educativa Cristóbal Colón within the scope of the Bilingualism for Peace program. This internship had the purpose of giving me a real experience in teaching English to children as well improve students’ communicative skills and values. Furthermore, this internship helped me to reflect about my methodologies while teaching as well as to understand that teaching English helps to promote values and citizenship. A set of pedagogical theories are shown in this report for making the teaching process more structured. These pedagogies are the core elements for the unit and lesson planning process and were implemented in the development of the class. To highlight, these pedagogies are closely related to the program alignments which are the promotion of values and citizenship. Additionally, a unit and a lesson plan are deeply described. Finally. The conclusions, the recommendation and limitations are portrayed.

Internships are professional practicums carried out by university students, generally during the last years of the degree, to put into practice the knowledge and faculties learned in a real working context. Besides, the intern has the purpose of improving or solving a problem found in that context. My internship was developed in a program offered by the University of Cordoba, called Bilingualism for peace at la Ribera high school in Monteria, Cordoba. I was working with pre-intermediate level students. In this level the vast majority of students had difficulties in expressing themselves verbally (speaking skill). To improve this, I decided to base my teaching method on various pedagogies (PBL, culturally responsive pedagogy, and intrinsic motivation). Throughout this process, I grew as a teacher, and as a person; I realized how difficult and challenging is this job but, it is also rewarding to see students’ progress and how they got more interested in a subject.

The University of Córdoba offers undergraduate students the internship program as an opportunity for students strengthen their English Teaching abilities. Bilingualism for Peace is a program headed by The University of Cordoba which main purpose is to offer students from vulnerable areas of the city the opportunity to learn English, generating a big impact on the Department of Córdoba. It was Bilingualism for Peace, the program where I decided to conduct my internship; unfortunately, the process was abruptly changed with the Covid 19 pandemic and it was necessary to take measures for prevention. The interns of the program could not continue with the process and the internship was considerably affected.

This paper aims to show the teaching process I developed at the internship Saber pro, at the University of Cordoba, the main methodologies, conclusions, limitations, and my personal growth. The main objective of the internship Saber pro was to increase students’ reading skills through a variety of methodologies in order to help the students to achieve a good result. The representative methodology is the E-learning because the learning scenario has changed ought to the Coronavirus and it has been relevant to go with all these changes and make use of a methodology that could overcome the situation. This paper focuses in some other strategies as blended learning, distance learning and gamification learning

This report details an internship executed at public institution Marceliano Polo in Cereté-Córdoba. In this report I share how was my personal experience as a novice teacher and the things I had to deal with during all this process, I also mentioned my experience with the implementation of virtual classes, The current situation led us to take different measures to carry out our work as teachers. In addition, this internship aimed to implement lessons that focus on CLT to improve students’ oral skills. CLT lessons have proved to be an effective alternative to develop more dynamic and fluent lessons. This approach has been used for the development of communicative skills. Hence, the purpose of this internship was to identify the possible improvements in students’ oral skills after the implementation of CLT lessons.

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.

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 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.