Cooperative teaching and planning as a means to support the sena cditi bilingual program
Hoy en día, la competencia por los puestos de trabajo en Colombia es más estricta que nunca. Las empresas exigen a sus futuros empleados no sólo una amplia gama de conocimientos en su profesión, sino también un nivel aceptable de dominio del inglés. El Servicio Nacional de Aprendizaje (SENA), instit...
- Autores:
-
Aguirre Quintero, Mateo
Bedoya Corrales, Anderson
Rojas Hidalgo, Luis Miguel
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14689
- Acceso en línea:
- https://hdl.handle.net/11059/14689
https://repositorio.utp.edu.co/home
- Palabra clave:
- 370 - Educación
Desarrollo profesional docente
Educación técnica y tecnológica
Enseñanza de idiomas
Co-planning
Co-teaching
Tutoring
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Cooperative teaching and planning as a means to support the sena cditi bilingual program |
| title |
Cooperative teaching and planning as a means to support the sena cditi bilingual program |
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Cooperative teaching and planning as a means to support the sena cditi bilingual program 370 - Educación Desarrollo profesional docente Educación técnica y tecnológica Enseñanza de idiomas Co-planning Co-teaching Tutoring |
| title_short |
Cooperative teaching and planning as a means to support the sena cditi bilingual program |
| title_full |
Cooperative teaching and planning as a means to support the sena cditi bilingual program |
| title_fullStr |
Cooperative teaching and planning as a means to support the sena cditi bilingual program |
| title_full_unstemmed |
Cooperative teaching and planning as a means to support the sena cditi bilingual program |
| title_sort |
Cooperative teaching and planning as a means to support the sena cditi bilingual program |
| dc.creator.fl_str_mv |
Aguirre Quintero, Mateo Bedoya Corrales, Anderson Rojas Hidalgo, Luis Miguel |
| dc.contributor.advisor.none.fl_str_mv |
Ramos Gallego Dolly |
| dc.contributor.author.none.fl_str_mv |
Aguirre Quintero, Mateo Bedoya Corrales, Anderson Rojas Hidalgo, Luis Miguel |
| dc.subject.ddc.none.fl_str_mv |
370 - Educación |
| topic |
370 - Educación Desarrollo profesional docente Educación técnica y tecnológica Enseñanza de idiomas Co-planning Co-teaching Tutoring |
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Desarrollo profesional docente Educación técnica y tecnológica Enseñanza de idiomas |
| dc.subject.proposal.spa.fl_str_mv |
Co-planning Co-teaching Tutoring |
| description |
Hoy en día, la competencia por los puestos de trabajo en Colombia es más estricta que nunca. Las empresas exigen a sus futuros empleados no sólo una amplia gama de conocimientos en su profesión, sino también un nivel aceptable de dominio del inglés. El Servicio Nacional de Aprendizaje (SENA), institución que viene formando personas en programas técnicos y tecnológicos, también ha reconocido la nueva dinámica del sector productivo colombiano. Como resultado, la institución ha desarrollado un programa bilingüe que se centra en ayudar a los estudiantes a alcanzar un nivel de competencia que mejore su competitividad. Aunque el SENA ha aplicado un proyecto bilingüe enfocado a ayudar a sus estudiantes a obtener el nivel de competencia requerido, aún existen varias oportunidades de mejora en las metodologías implementadas en los cursos de inglés. El propósito de este proyecto es apoyar a los docentes en servicio del SENA en la planeación y enseñanza del inglés con fines específicos en los programas intermedios de la institución. Los participantes de este proyecto son ocho estudiantes de la carrera de Bilingüismo de la Universidad Tecnológica de Pereira que se encargarán de ayudar a los estudiantes de los diferentes programas intermedios del SENA a alcanzar el nivel de competencia requerido, A2 para los programas técnicos y B1 para los tecnólogos. Así, la coplanificación, la coenseñanza y el enfoque de inglés con fines específicos se implementarán en el desarrollo de este proyecto a través de prácticas en el SENA durante el segundo semestre de 2022 y el primer semestre de 2023. El impacto esperado del enfoque y las estrategias propuestas es apoyar a los estudiantes del SENA en la adquisición de competencias comunicativas en inglés para su uso en contextos específicos relacionados con su campo profesional. Con ello se pretende tener profesionales mejor preparados que puedan satisfacer los requerimientos del sector productivo. |
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2023 |
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2023-06-01T15:53:24Z |
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2023 |
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Trabajo de grado - Pregrado |
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Repositorio Institucional Universidad Tecnológica de Pereira |
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Anthony, L. (1997, January). English for specific purposes: What does it mean? Why is it different?. https://www.researchgate.net/publication/267631304_English_for_specific_purposes_Wh at_does_it_mean_Why_is_it_different Anthony, L. (2018). Introducing English for specific purposes. Routledge. Baker, E. (2016, May 5). How to Easily Start an English Conversation Club in 4 Steps. BusinessEnglishAllure. https://www.businessenglishallure.com/easily-start-english-conversation-club-in-4-steps/ Bauwens, J., Hourcade, J. J. & Friend, M. (1989). Cooperative Teaching: A Model for General and Special Education Integration. Remedial and Special Education, 10(2), 17-22. doi: 10.1177/074193258901000205 Bryant, M., & Land, S. (1998). Co-Planning Is the Key to Successful Co-Teaching. Middle School Journal, 29(5), 28-34. http://www.jstor.org/stable/23023329 Buddie, A. (2016). Academic conferences 101: What they are, why go, how to present and how to pay for it all. American Psychological Association. http://www.apa.org/ed/precollege/psn/2016/09/academic-conferences Carreño, L., & Ortiz, L. (2017). Lesson co-planning: Joint Efforts, Shared Success. Gist Education and Learning Research Journal, 15(1), 173-198. DOI: 10.26817/16925777.395 Carreño, L., & Ortiz, L. (2017). Lesson co-planning: Joint Efforts, Shared Success. Gist Education and Learning Research Journal, 15, 173-198. doi:10.26817/16925777.395 Černá, M. (2020). Private Tutoring in English Through the Eyes of Its Recipients. ORBIS SCHOLAE, 14(2), 59-79. DOI: 10.14712/23363177.2020.13 Cluey Learning. (November 1 of 2019). What is a tutor?. Cluey Learning. Retrieved from https://clueylearning.com.au/blog/what-is-tutoring/ Conderman, G. (2011). Middle School Co-Teaching: Effective Practices and Student Reflections. Middle School Journal, 42(4), 24–31. http://www.jstor.org/stable/23047713 Congreso de la República de Colombia [Cong]. Ley 115 de 1994. 8 de febrero de 1994 (Colombia). https://repositorio.gestiondelriesgo.gov.co/handle/20.500.11762/20185 Cook, L. & Friend, M. (1995). Co-Teaching: Guidelines for Creating Effective Practices. Focus on Exceptional Children, 27(3), 1-16. DOI: 10.17161/foec.v28i3.6852 Dubek, M. & Doyle-Jones, C. (2021). Faculty co-teaching with their teacher candidates in the field: Co-planning, co-instructing, and co-reflecting for STEM education teacher preparation. Taylor & Francis Online, 56(4), 445-465. DOI: 10.1080/08878730.2021.1930310 Dudley-Evans, T., & Johns, A. (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly, 25(2), 297-314. DOI: 10.2307/3587465 Ewens, T. (2013, March). English Clubs. Teaching English. https://www.teachingenglish.org.uk/article/english-clubs Fiorito, L. (2022, January 5). Teaching English for Specific Purposes (ESP). UsingEnglish.com https://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-es p.html Goetz, H. (February 9 of 2016). Defining and choosing a good, effective tutor. Chapman University. Retrieved from https://blogs.chapman.edu/scst/2016/02/09/what-tutoring-is-and-what-tutoring-is-not/ Gonzales, C. (2015). English for Specific Purposes: Brief History and Definitions. Revista de Lenguas Modernas, (23), 379 - 386. DOI: 10.15517/rlm.v0i23.22359 González, C. (2015). English for Specific Purposes: Brief Description and Definitions. Revista de Lenguas Modernas, 23(1), 379-386 Graziano, K. J. & Navarrete, L., A. (2012). Co-Teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity. Issues in teacher education, 21(1), 109-126. Recovered from https://www.researchgate.net/publication/292756807_Co-teaching_in_a_Teacher_Educati on_Classroom_Collaboration_Comprise_and_Creativity Hope King, A. (2022). Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching. Linguistics and Education, 67(1), 1-12. https://doi.org/10.1016/j.linged.2022.101015 Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press Hyland, K. (2019) English for Specific Purposes: Some Influences and Impacts. In: Gao X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-02899-2_19 Instituto Colombiano para la Evaluación de la Educación (Icfes). (2021). Informe nacional de resultados del examen Saber Pro 2020 (vol. I). Johns, A. M. & Dudley-Evans, T. (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly, 25(2), 297-314. Lucey, B. (2014, January 31). How to organize an academic conference-10 tips. The Guardian. https://www.theguardian.com/higher-education-network/blog/2014/jan/17/how-to-organis e-academic-conference McCurry, D. (2019, February 19). Your complete guide to academic conferences. Ex Ordo. https://www.exordo.com/blog/guide-to-academic-conferences/ McCurry, D. (2022, February 3). Looking to organize a conference in 2022? Follow this step-by-step guide. Plus, take advantage of a few handy templates. Ex Ordo. https://www.exordo.com/blog/organising-conference-tips/ Ministerio de Educación Nacional. (2014). Colombia Very Well! Programa Nacional de Inglés. https://www.dropbox.com/s/r63nz4qvyfl1t7x/PROGRAMA%20NACIONAL%20DE%2 0INGL%C3%89S%202015-2025.pdf Mouleka, F. (2013). English Club Guide Book A Contribution to Bilingualism In Gabon. United States of America: Trafford publishing. ISBN: 9781466989771 Napean Tutoring (2016). What is the real purpose of tutoring? Napean Tutoring. Retrieved from https://nepeantutoring.com.au/what-is-the-real-purpose-of-tutoring/ Parsons, E. (2015). So you think you want to run an environmental conservation meeting? Advice on the slings and arrows of outrageous fortune that accompany academic conference planning. Journal of Environmental Studies and Sciences, 5, 735-744. DOI: 10.1007/s13412-015-0327-8 Quinde Villón, A. T. (2015). A conversational club to improve English speaking skills to students of ninth basic year at unidad educativa Santa Elena, province of Santa Elena [Bachelor 's thesis, Universidad Estatal Península de Santa Elena]. Repositorio Universidad Estatal Península de Santa Elena. https://repositorio.upse.edu.ec/handle/46000/2808 Reinoso-Espinosa, G., Macías-Silva, E. C., Armas-Pesántez, P. R. & Heredia-Arbloleda, E. E. (2020). English for Specific Purposes: Teaching English for Science. Polo del conocimiento, 5(12), 395-405. DOI: 10.23857/pc.v5i12.2062 Resolución 18583 de 2017 [Ministerio de Educación Nacional]. Por la cual se ajustan las características específicas de calidad de los programas de Licenciatura. 15 de septiembre de 2017. https://www.icbf.gov.co/cargues/avance/docs/resolucion_mineducacion_18583_2017.htm Sanchez-Aguilar, J. (2021). Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico. Profile Issues in Teachers` Professional Development, 23(2), 167-182. DOI: 10.15446/profile.v23n2.87744 Servicio Nacional de Aprendizaje - SENA. (2021). Manual de informe estadístico SENA. Servicio Nacional de Aprendizaje - SENA. (September 10, 2020). Circular 163 de 2020. Normograma SENA. https://normograma.sena.edu.co/normograma/docs/circular_sena_0163_2020.htm Servicio Nacional de Aprendizaje - SENA. (n.d.). Bilingüismo. SENA. https://www.sena.edu.co/es-co/formacion/Paginas/bilinguismo.aspx Stobaugh, R. & Gichuru M. (2016). Co-teaching Practices During Student Teaching. The Renaissance Group, 5(1), 53-73. Subina, E., & Balbuca, M. (2016). Conversational clubs as improvement for the performance of listening and speaking skills in English classrooms in the third year of basic education of ¨unidad educativa Eloy Alfaro ¨Huigra, province of Chimborazo, Ecuador. During the academic year 2015 – 2016. [Bachelor’s thesis, Universidad Nacional de Chimborazo] Repositorio Nacional UNACH Torbet, G. (2018, July 26). How to organize a conference. Conference Monkey. https://conferencemonkey.org/es/advice/how-to-organise-a-conference-1155594 Tulane University. (2021). Academic Policies. (The United States of America). Retrieved from https://catalog.tulane.edu/graduate-degrees-professional-programs/graduate-postdoctoral studies/policies/policies.pd Zadorozhna, I., Datskiv, O., & Shepitchak, V. (2020). PRE-SERVICE ENGLISH TEACHERS’ ATTITUDES TO CO-TEACHING. Advanced Education, 7(15), 41-46. DOI: ¿ |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 dehttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessRamos Gallego DollyAguirre Quintero, MateoBedoya Corrales, AndersonRojas Hidalgo, Luis Miguel2023-06-01T15:53:24Z2023-06-01T15:53:24Z2023https://hdl.handle.net/11059/14689Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeHoy en día, la competencia por los puestos de trabajo en Colombia es más estricta que nunca. Las empresas exigen a sus futuros empleados no sólo una amplia gama de conocimientos en su profesión, sino también un nivel aceptable de dominio del inglés. El Servicio Nacional de Aprendizaje (SENA), institución que viene formando personas en programas técnicos y tecnológicos, también ha reconocido la nueva dinámica del sector productivo colombiano. Como resultado, la institución ha desarrollado un programa bilingüe que se centra en ayudar a los estudiantes a alcanzar un nivel de competencia que mejore su competitividad. Aunque el SENA ha aplicado un proyecto bilingüe enfocado a ayudar a sus estudiantes a obtener el nivel de competencia requerido, aún existen varias oportunidades de mejora en las metodologías implementadas en los cursos de inglés. El propósito de este proyecto es apoyar a los docentes en servicio del SENA en la planeación y enseñanza del inglés con fines específicos en los programas intermedios de la institución. Los participantes de este proyecto son ocho estudiantes de la carrera de Bilingüismo de la Universidad Tecnológica de Pereira que se encargarán de ayudar a los estudiantes de los diferentes programas intermedios del SENA a alcanzar el nivel de competencia requerido, A2 para los programas técnicos y B1 para los tecnólogos. Así, la coplanificación, la coenseñanza y el enfoque de inglés con fines específicos se implementarán en el desarrollo de este proyecto a través de prácticas en el SENA durante el segundo semestre de 2022 y el primer semestre de 2023. El impacto esperado del enfoque y las estrategias propuestas es apoyar a los estudiantes del SENA en la adquisición de competencias comunicativas en inglés para su uso en contextos específicos relacionados con su campo profesional. Con ello se pretende tener profesionales mejor preparados que puedan satisfacer los requerimientos del sector productivo.Nowadays, the competition for jobs in Colombia is stricter than ever. Companies require their future employees not only a wide range of knowledge in their profession, but also an acceptable level of English proficiency. The Servicio Nacional de Aprendizaje (SENA), an institution that has been training people in technical and technological programs, has also recognized the new dynamic of the Colombian productive sector. As a result, the institution has developed a bilingual program that is focused on helping students to achieve a proficiency level that improves their competitiveness. Although SENA has applied a bilingual project focused on helping its learners to get the required proficiency level, there are still several opportunities for improvement in the methodologies implemented in the English courses. The purpose of this project is to support the in- service teachers at SENA in the planning and teaching of English for specific purposes in the intermediate programs of the institution. The participants of this project are eight students of the degree in Bilingualism of Universidad Tecnológica de Pereira that will be responsible for helping learners from different intermediate programs of SENA to achieve the required proficiency level, A2 for technical programs and B1 for technologists. Thus, co-planning, co-teaching, and the English for Specific Purposes approach will be implemented in the development of this project through practices at SENA during the second semester of 2022 and the first semester of 2023. The expected impact of the proposed approach and strategies is to support SENA students acquire communicative skills in English for its use in specific contexts related to their professional field. This is intended to have better-prepared professionals who can satisfy the requirements of the productive sector.Table of Content Acknowledgements 7 Abstract 8 Resumen 9 Introduction 10 Justification 11 Institution needs and objectives. 14 Conceptual Framework 16 English for Specific Purposes 17 Absolute characteristics: 17 Variable characteristics: 18 Co-teaching 20 Approaches for co-teaching 21 Teaching and observing. 21 Station teaching. 22 Parallel teaching. 22 Alternative teaching. 22 Team teaching. 22 Co-planning 23 Tutoring 25 Conversational clubs 27 Academic Conferences 29 Literature Review 31 Methodology 36 Context 37 Population 38 Students 38 In-service teachers 39 Pre-service teachers 39 Development and implementation 40 Social, Educational, and Professional Impact 41 UTP - Bachelor’s degree 41 Social 41 Professional 42 Resources 42 Reflection Format 42 Chronogram 45 Students recruitment 46 Development of the written work 46 Advisory sessions 47 Presentation of the project 47 Work at SENA 47 Lesson Plan and Advance Formats 47 Anderson Bedoya Corrales 48 Mateo Aguirre Quintero 57 Luis Miguel Rojas Hidalgo 62 Bilingual Event Reflection 66 Reflection 69 Limitations 72 Implications 74 Conclusion 75 References 76 Annexes 83PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés86 Páginasapplication/pdfspaUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Ciencias de la EducaciónPereira370 - EducaciónDesarrollo profesional docenteEducación técnica y tecnológicaEnseñanza de idiomasCo-planningCo-teachingTutoringCooperative teaching and planning as a means to support the sena cditi bilingual programTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAnthony, L. (1997, January). English for specific purposes: What does it mean? Why is it different?. https://www.researchgate.net/publication/267631304_English_for_specific_purposes_Wh at_does_it_mean_Why_is_it_differentAnthony, L. (2018). Introducing English for specific purposes. Routledge.Baker, E. (2016, May 5). How to Easily Start an English Conversation Club in 4 Steps. BusinessEnglishAllure. https://www.businessenglishallure.com/easily-start-english-conversation-club-in-4-steps/Bauwens, J., Hourcade, J. J. & Friend, M. (1989). Cooperative Teaching: A Model for General and Special Education Integration. Remedial and Special Education, 10(2), 17-22. doi: 10.1177/074193258901000205Bryant, M., & Land, S. (1998). Co-Planning Is the Key to Successful Co-Teaching. Middle School Journal, 29(5), 28-34. http://www.jstor.org/stable/23023329Buddie, A. (2016). Academic conferences 101: What they are, why go, how to present and how to pay for it all. American Psychological Association. http://www.apa.org/ed/precollege/psn/2016/09/academic-conferencesCarreño, L., & Ortiz, L. (2017). Lesson co-planning: Joint Efforts, Shared Success. Gist Education and Learning Research Journal, 15(1), 173-198. DOI: 10.26817/16925777.395Carreño, L., & Ortiz, L. (2017). Lesson co-planning: Joint Efforts, Shared Success. Gist Education and Learning Research Journal, 15, 173-198. doi:10.26817/16925777.395Černá, M. (2020). Private Tutoring in English Through the Eyes of Its Recipients. ORBIS SCHOLAE, 14(2), 59-79. DOI: 10.14712/23363177.2020.13Cluey Learning. (November 1 of 2019). What is a tutor?. Cluey Learning. Retrieved from https://clueylearning.com.au/blog/what-is-tutoring/Conderman, G. (2011). Middle School Co-Teaching: Effective Practices and Student Reflections. Middle School Journal, 42(4), 24–31. http://www.jstor.org/stable/23047713Congreso de la República de Colombia [Cong]. 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DOI: ¿ORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf8500461https://dspace7-utp.metabuscador.org/bitstreams/12d7c371-b993-4af2-b403-60b97907ea6e/downloadf732ca1b8abb574e89348ab01e687185MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/b9dc83a9-22a6-499e-866e-5761b4ff0391/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain111202https://dspace7-utp.metabuscador.org/bitstreams/9c11663c-b777-4d9c-aaa3-5bc48ff572a0/downloadd4fdd7e5f261790a87db407634c81d6fMD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg5774https://dspace7-utp.metabuscador.org/bitstreams/f46d8926-b468-49d0-9342-b212723e50dc/download1c284e7ed276ec5c9d4ea69362a4a017MD5411059/14689oai:dspace7-utp.metabuscador.org:11059/146892023-06-15 08:08:05.9https://creativecommons.org/licenses/by-nc-nd/4.0/Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 deopen.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de Pereirabdigital@metabiblioteca.com |