Co-teaching: preschool teachers' insights about the EFL co-acting practice.

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dc.contributor.advisorMontaño Moreno, Johannaspa
dc.contributor.authorLópez Rozo, Diana Marcelaspa
dc.coverage.spatialChía, Cundinamarcaspa
dc.coverage.temporal2019-2020spa
dc.date.accessioned2020-12-18T01:42:58Z
dc.date.available2020-12-18T01:42:58Z
dc.date.issued2020
dc.description.abstractenglishThis explanatory case study proposed an in-depth description of EFL co-teaching practice at the Laura Vicuña’s institution preschool grades through the self-contained teachers’ insights. The qualitative research was carried out with 2 participants groups: 2 preschool teachers and children from Transition 1 and Transition 2 of this public school in which they developed 2 different instructional designs assigned in three progressive cycles to face kids’ lack of previous exposure to the English language and teachers’ absence of support and training related to EFL teaching in very young learners. Therefore, this study’s process was supported by co-teaching theory, preschool education considerations, children’s comprehensive learning, and visual literacy in EFL focused on very young learners. Thereon the notebooks for kids and teachers were created and also, the audiovisual material was produced. Subsequently, co-teaching provided supportive relationships among educators during the pedagogical intervention in which knowledge, experience, and collaboration encouraged and allowed self-contained teachers to enhance their language proficiency level as well as their EFL teaching practice.eng
dc.description.degreelevelTesis de pregradospa
dc.description.degreenameLicenciado en Español y Lenguas Extranjerasspa
dc.description.sponsorshipUniversidad Pedagógica Nacionalspa
dc.description.sponsorshipInstitución Educativa Laura Vicuñaspa
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/12663
dc.language.isoeng
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Humanidadesspa
dc.publisher.programLicenciatura en Español y Lenguas Extranjerasspa
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dc.rights.accessAcceso abiertospa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacionalspa
dc.sourceinstname:Universidad Pedagógica Nacionalspa
dc.subjectCo-teachingspa
dc.subjectEFL teaching practicespa
dc.subjectVery young learnersspa
dc.subject.keywordsCo-teachingeng
dc.subject.keywordsSelf - Contained teacherseng
dc.subject.keywordsEFL teaching practiceeng
dc.subject.keywordsVery young learnerseng
dc.titleCo-teaching: preschool teachers' insights about the EFL co-acting practice.spa
dc.typeinfo:eu-repo/semantics/bachelorThesis
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.type.localTesis/Trabajo de grado - Monografía – Pregradospa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa

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