Teaching practices influencing the emotions in an efl classroom
dc.audience | Interés General | spa |
dc.contributor.advisor | Marín-Gómez, Jacqueline | spa |
dc.contributor.advisor | Arias-Patiño, Natalia | spa |
dc.contributor.author | Otálvaro-Yepes, Jeniffer | spa |
dc.contributor.author | Zuluaga-García, Katherin Yuliet | spa |
dc.contributor.corpauthor | Universidad Católica de Oriente. Facultad de ciencias de la educación | es_ES |
dc.coverage.spatial | Sudamérica, Colombia, Rionegro, Antioquia | spa |
dc.coverage.temporal | 2021 | es_ES |
dc.date.accessioned | 2021-01-20T21:19:06Z | |
dc.date.available | 2021-01-20T21:19:06Z | |
dc.date.issued | 2021-01-19 | |
dc.description.abstract | Lo que pretendíamos con nuestro proyecto era reflexionar sobre la influencia de las prácticas docentes en las emociones de los estudiantes y profesores desde nuestra propia experiencia y así poder invitar a los profesores y al contexto educativo en general a reflexionar sobre sus propias prácticas para darle el lugar que las emociones necesitan dentro del aula, nuestra idea es no criticar, es sugerirles para que tengan en cuenta nuestras experiencias y las emociones como algo esencial mas no vago o no importante. Las emociones nos permiten acercarnos a los estudiantes y docentes de una manera más humana, ponernos en el lugar del otro y ser mas consientes. Por ejemplo, ¿Hasta qué punto la actividad que estoy llevando a cabo esta bien, si estoy viendo desde el lenguaje corporal que mis estudiantes están incómodos, tímidos, limitados? | es_ES |
dc.description.abstractenglish | This research project describes a systematization of experiences that emerged from an educational process carried out at a public institution located in Rionegro, Antioquia. The aim of our study was to understand the way in which the teaching practices influence students, in-service and pre-service teachers’ emotions in an EFL classroom. Therefore, our research project considers students, in-service and pre-service teachers’ experiences regarding emotions and what causes them. The data was gathered through participant and non-participant observation, semi-structured interviews and students’ artefacts. The results of this study support the idea that there are situations in which students and teachers can restrict or reinforce their approach to the target language due to the fact that their emotions can differ from a starting point positive to an end negative or vice versa. The emotions in the EFL classroom have to be considered as helpers not as barriers, that instead of bringing meaningful environments, they frustrate students and teachers. During the research process we could be part of a context and have contact with students and teachers where we realized and understood their perceptions, ideas about the emotions in the classroom and reflect upon our teaching practices that needed to be more meaningful for them as students and for us as teachers. | es_ES |
dc.format.extent | 49 | es_ES |
dc.format.mimetype | application/pdf | es_ES |
dc.identifier.bibliographicCitation | Otálvaro Yepes, Jeniffer; Zuluaga García, Katherin Yuliet. Teaching practices influencing the emotions in an efl classroom (Trabajo de grado) Rionegro, Antioquia: Universidad Católica de Oriente; 2020. 49p. | es_ES |
dc.identifier.uri | https://hdl.handle.net/20.500.13064/740 | |
dc.language.iso | eng | es_ES |
dc.publisher | Universidad Católica de Oriente | es_ES |
dc.publisher.department | Ciencias de la educación | es_ES |
dc.publisher.program | Licenciatura en Lenguas extranjeras | es_ES |
dc.relation | Trabajo de grados | es_ES |
dc.rights | info:eu-repo/semantics/closedAccess | spa |
dc.rights.accessrights | Restricted Access | spa |
dc.rights.cc | Atribución-NoComercial-SinDerivadas 2.5 Colombia | * |
dc.rights.license | http://creativecommons.org/licenses/by/3.0/ | |
dc.rights.spa | Acceso cerrado | spa |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/2.5/co/ | * |
dc.subject | Emociones | es_ES |
dc.subject | Inteligencia Emocional | es_ES |
dc.subject | Filtro Afectivo | es_ES |
dc.subject | Motivación | es_ES |
dc.subject | Ansiedad | es_ES |
dc.subject | Auto confianza | es_ES |
dc.subject | Prácticas docentes | es_ES |
dc.subject | Estrategias Afectivas | es_ES |
dc.subject | Retroalimentación | es_ES |
dc.subject.lemb | Práctica docente | es_ES |
dc.subject.lemb | Proceso educativo | es_ES |
dc.subject.lemb | Aprendizaje | es_ES |
dc.subject.lemb | Formación y capacitación de profesores | es_ES |
dc.subject.lemb | Innovación educativa | es_ES |
dc.subject.lemb | Metodología educativa | es_ES |
dc.subject.subjectenglish | Emotions | es_ES |
dc.subject.subjectenglish | Emotional Intelligence | es_ES |
dc.subject.subjectenglish | Affective Filter | es_ES |
dc.subject.subjectenglish | Motivation | es_ES |
dc.subject.subjectenglish | Anxiety | es_ES |
dc.subject.subjectenglish | Self-esteem | es_ES |
dc.subject.subjectenglish | Teaching Practices | es_ES |
dc.subject.subjectenglish | Affective Strategies | es_ES |
dc.subject.subjectenglish | Feedback | es_ES |
dc.title | Teaching practices influencing the emotions in an efl classroom | es_ES |
dc.type | Bachelor thesis | es_ES |
dc.type.coar | http://purl.org/coar/resource_type/c_46ec | spa |
dc.type.driver | info:eu-repo/semantics/report | spa |
dc.type.hasversion | info:eu-repo/semantics/acceptedVersion | es_ES |
dc.type.local | Tesis/Trabajo de grado - Monografía – Especialización | spa |
dc.type.redcol | https://purl.org/redcol/resource_type/TP | spa |
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