English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching

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dc.contributor.advisorHernández Leal, Emilena
dc.contributor.authorOrtiz Vega, Diana Carolina
dc.contributor.cvlachttp://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000422550
dc.date.accessioned2019-09-04T13:26:49Z
dc.date.available2019-09-04T13:26:49Z
dc.date.issued2019-07-24
dc.descriptionEl proyecto tiene como objetivo demostrar el efecto de la metodología de enseñanza del inglés como lengua extranjera por el programa de inglés Course Child ha tenido en los maestros de preescolar y primaria en la Escuela Getsemani, la implementación fue sostenida por la investigación acción y peer coaching. Durante el desarrollo de esta implementación y recopilación de datos, el investigador planeó cinco talleres basados en las necesidades de los participantes. El enfoque para interpretar los datos fue el análisis de contenidos el cual permite las mejoras pedagógicas y metodológicas dentro del aula y para el programa en general.spa
dc.description.abstractThe project aims to demonstrate the effect that the methodology of teaching English as a foreign language by the English programme Course Child has had on pre-school and elementary school teachers at Getsemani School, the implementation was sustained by action research and peer coaching. During the development of this implementation and data collection, the researcher planned five workshops based on the needs’ participants. The approach to interpret data was content analysis which let the pedagogical and methodological improvements within the classroom and to the program in general.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Lengua Extranjera - Inglésspa
dc.description.domainhttp://www.ustadistancia.edu.co/?page_id=3956spa
dc.format.mimetypeapplication/pdf
dc.identifier.citationOrtiz D (2019) English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching. Universidad Santo Tomás. Bogotá, Colombia.spa
dc.identifier.instnameinstname:Universidad Santo Tomásspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Santo Tomásspa
dc.identifier.repourlrepourl:https://repository.usta.edu.cospa
dc.identifier.urihttp://hdl.handle.net/11634/18514
dc.language.isospa
dc.publisherUniversidad Santo Tomásspa
dc.publisher.branchCRAI-USTA Duadspa
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.programPregrado Licenciatura en Lengua Extranjera - Inglésspa
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dc.relation.referencesBrandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT Journal, 62(1), 37-46.spa
dc.relation.referencesCongreso de Colombia. (8 de febrero, de 1994) Ley General de Educación. [Ley 115 de 1994]. Retrieved from https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdfspa
dc.relation.referencesDavis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22, 281-301.spa
dc.relation.referencesDawson, C. (2002). Practical research methods. Magdalen Road, United Kingdom. How To Books Ltd. P. 118spa
dc.relation.referencesDean, J. (1991). Professional Development in Schools. Buckingham: Open University Press.spa
dc.relation.referencesFrick, L., Carl, A., & Beets, P. (2010). Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers. South African Journal of Education, 30, 421-437.spa
dc.relation.referencesGiraldo, F. (2014). The impact of a professional development program on English language teachers’ classroom performance. PROFILE Issues in Teachers’ Professional Development, 16(1), 63-76.spa
dc.relation.referencesGlanz, J. (1998). Action research: An educational leader’s guide to school improvement. Norwood, MAChristopher-Gordon.spa
dc.relation.referencesHabley, W. R. (1987). Academic Advising Conference: Outline and Notes. The ACT National Center for the Advancement of Educational Practices. (pp. 33-34). Iowa City, IA: ACT. Retrieved from www.nacada.ksu.edu/Portals/0/Clearinghouse/advisingissues/documents/AcademicAdvisingConferenceOutlineandNotes.pdfspa
dc.relation.referencesHandicap International. (2014). Tools and Resources for Inclusive Education: Teacher training toolkit. Types of teacher training. Retrieved from http://www.hiproweb.org/fileadmin/cdroms/Inclusive_Education2014/TypesOfTeacherTraining.pdfspa
dc.relation.referencesHatton, N. & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education. 11 (1), 33-49.spa
dc.relation.referencesHenderson, J. G. (2001). Reflective teaching: Professional artistry through inquiry. Upper Saddle River, N.J: Merrill/Prentice Hall.spa
dc.relation.referencesHigginson, L. C. (2000). A frame work for training program content revisited. In V. N. Gordon, Habley, W. R., & Associates (Eds.), Academic advising: A comprehensive handbook (pp. 298-306). San Francisco: Jossey-Bass. Retrieved from https://www.nacada.ksu.edu/Portals/0/Clearinghouse/documents/2000-Higginson-Informational-Components.pdfspa
dc.relation.referencesKvale, Steinar. Interviews An Introduction to Qualitative Research Interviewing, Sage Publications, 1996spa
dc.relation.referencesMinisterio de Educación Nacional (MEN). (octubre de 2005). Bases para una educación bilingüe y competitiva. Altablero. Retrieved from https://www.mineducacion.gov.co/1621/article-97498.htmlspa
dc.relation.referencesMinisterio de Educación Nacional (2016) English Immersion Camps. Bogotá D.C. - Colombia. Retrieved from http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/colombiabilingue/Campos%20de%20Inmersi%C3%B3n%20-%20resumen%20ingles.pdspa
dc.relation.referencesMoon, J. (2005) Guide for busy academics No. 4: Learning Through Reflection. Higher Education Academy.spa
dc.relation.referencesO'Brien, R. (2001). An Overview of the Methodological Approach of Action Research. In Roberto Richardson (Ed.), Theory and Practice of Action Research. João Pessoa, Brazil: Universidade Federal da Paraíba. Retrieved http://www.web.ca/~robrien/papers/arfinal.htmlspa
dc.relation.referencesRobbins, P. (1991). How to Plan and Implement a Peer Coaching Program. Retrieved from https://files.eric.ed.gov/fulltext/ED337881.pdfspa
dc.relation.referencesSchön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.spa
dc.relation.referencesVan Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228.spa
dc.relation.referencesWinter, R. (1989). Action-Research and the Nature of Social Inquiry: Professional Innovation and Educational Work. Aldershot, England. Gower Publishing Company.spa
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.localAbierto (Texto Completo)spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.subject.keywordEnglish elementaryspa
dc.subject.keywordPeer coaching programspa
dc.subject.keywordReflective teaching.spa
dc.subject.lembEnseñanza activaspa
dc.subject.lembAsesoramiento personalspa
dc.subject.proposalEnseñanza Básicaspa
dc.subject.proposalPrograma de peer coachingspa
dc.subject.proposalEnseñanza reflexivaspa
dc.titleEnglish peer coaching for preschool and elementary teachers in getsemani school by using reflective teachingspa
dc.typebachelor thesis
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driveinfo:eu-repo/semantics/bachelorThesis
dc.type.localTesis de pregradospa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion

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