English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching
El 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 c...
- Autores:
-
Ortiz Vega, Diana Carolina
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/18514
- Acceso en línea:
- http://hdl.handle.net/11634/18514
- Palabra clave:
- English elementary
Peer coaching program
Reflective teaching.
Enseñanza activa
Asesoramiento personal
Enseñanza Básica
Programa de peer coaching
Enseñanza reflexiva
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching |
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English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching |
| spellingShingle |
English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching English elementary Peer coaching program Reflective teaching. Enseñanza activa Asesoramiento personal Enseñanza Básica Programa de peer coaching Enseñanza reflexiva |
| title_short |
English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching |
| title_full |
English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching |
| title_fullStr |
English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching |
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English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching |
| title_sort |
English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching |
| dc.creator.fl_str_mv |
Ortiz Vega, Diana Carolina |
| dc.contributor.advisor.spa.fl_str_mv |
Hernández Leal, Emilena |
| dc.contributor.author.spa.fl_str_mv |
Ortiz Vega, Diana Carolina |
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http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000422550 |
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English elementary Peer coaching program Reflective teaching. |
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English elementary Peer coaching program Reflective teaching. Enseñanza activa Asesoramiento personal Enseñanza Básica Programa de peer coaching Enseñanza reflexiva |
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Enseñanza activa Asesoramiento personal |
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Enseñanza Básica Programa de peer coaching Enseñanza reflexiva |
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El 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. |
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2019 |
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2019-09-04T13:26:49Z |
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2019-07-24 |
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bachelor thesis |
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Tesis de pregrado |
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Ortiz D (2019) English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching. Universidad Santo Tomás. Bogotá, Colombia. |
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http://hdl.handle.net/11634/18514 |
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Andreev, V. I. (2000) Pedagogy: Training module for creative self-development. Kazan: Center for Innovative Technologies. 600p Bolam, R. (1982). Inservice Education and Training of Teachers in Glover, D & Law, S. 1996. Managing Professional Development in Education. London: Kogan Page Limited. Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT Journal, 62(1), 37-46. Congreso 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.pdf Davis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22, 281-301. Dawson, C. (2002). Practical research methods. Magdalen Road, United Kingdom. How To Books Ltd. P. 118 Dean, J. (1991). Professional Development in Schools. Buckingham: Open University Press. Frick, 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. Giraldo, 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. Glanz, J. (1998). Action research: An educational leader’s guide to school improvement. Norwood, MAChristopher-Gordon. Habley, 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.pdf Handicap 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.pdf Hatton, N. & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education. 11 (1), 33-49. Henderson, J. G. (2001). Reflective teaching: Professional artistry through inquiry. Upper Saddle River, N.J: Merrill/Prentice Hall. Higginson, 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.pdf Kvale, Steinar. Interviews An Introduction to Qualitative Research Interviewing, Sage Publications, 1996 Ministerio 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.html Ministerio 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.pd Moon, J. (2005) Guide for busy academics No. 4: Learning Through Reflection. Higher Education Academy. O'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.html Robbins, P. (1991). How to Plan and Implement a Peer Coaching Program. Retrieved from https://files.eric.ed.gov/fulltext/ED337881.pdf Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228. Winter, R. (1989). Action-Research and the Nature of Social Inquiry: Professional Innovation and Educational Work. Aldershot, England. Gower Publishing Company. |
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Hernández Leal, EmilenaOrtiz Vega, Diana Carolinahttp://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=00004225502019-09-04T13:26:49Z2019-09-04T13:26:49Z2019-07-24Ortiz D (2019) English peer coaching for preschool and elementary teachers in getsemani school by using reflective teaching. Universidad Santo Tomás. Bogotá, Colombia.http://hdl.handle.net/11634/18514reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl 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.The 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.Licenciado en Lengua Extranjera - Ingléshttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 ColombiaAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2English peer coaching for preschool and elementary teachers in getsemani school by using reflective teachingbachelor thesisTesis de pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisEnglish elementaryPeer coaching programReflective teaching.Enseñanza activaAsesoramiento personalEnseñanza BásicaPrograma de peer coachingEnseñanza reflexivaCRAI-USTA DuadAndreev, V. I. (2000) Pedagogy: Training module for creative self-development. Kazan: Center for Innovative Technologies. 600pBolam, R. (1982). Inservice Education and Training of Teachers in Glover, D & Law, S. 1996. Managing Professional Development in Education. London: Kogan Page Limited.Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT Journal, 62(1), 37-46.Congreso 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.pdfDavis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22, 281-301.Dawson, C. (2002). Practical research methods. Magdalen Road, United Kingdom. How To Books Ltd. P. 118Dean, J. (1991). Professional Development in Schools. Buckingham: Open University Press.Frick, 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.Giraldo, 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.Glanz, J. (1998). Action research: An educational leader’s guide to school improvement. Norwood, MAChristopher-Gordon.Habley, 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.pdfHandicap 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.pdfHatton, N. & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education. 11 (1), 33-49.Henderson, J. G. (2001). Reflective teaching: Professional artistry through inquiry. Upper Saddle River, N.J: Merrill/Prentice Hall.Higginson, 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.pdfKvale, Steinar. Interviews An Introduction to Qualitative Research Interviewing, Sage Publications, 1996Ministerio 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.htmlMinisterio 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.pdMoon, J. (2005) Guide for busy academics No. 4: Learning Through Reflection. Higher Education Academy.O'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.htmlRobbins, P. (1991). How to Plan and Implement a Peer Coaching Program. Retrieved from https://files.eric.ed.gov/fulltext/ED337881.pdfSchön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228.Winter, R. (1989). Action-Research and the Nature of Social Inquiry: Professional Innovation and Educational Work. Aldershot, England. 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