Effective ESPE Case Study: A Constructivist Activity

Luis Germánico Calero Bonilla, Verónica Maribel Salazar Silva, Michelle Sofía Flores Rojas, Wilson Gonzalo Rojas Yumisaca

Resumen


The comprehensive exam aims to comprehensively assess the knowledge acquired during the teaching-learning process, as well as the correct selection of approaches, methods, strategies and tools to be used in the classroom during the teaching of the English language by students of the University of the Armed Forces-ESPE (Army Polytechnic School) in the Pedagogy of National and Foreign Languages program, throughout eight semesters of online education. The comprehensive exam consists of three parts: firstly, a bank of multiple-choice questions on three subjects such as Mixed Methods, Methodology and English Vantage B2; secondly, the development of a case study; and, thirdly, the presentation of the proposal by the students. Within the development, the educational curriculum must be used as the only support tool, taking into consideration all aspects related to the educational context, including students with diverse educational needs that must be met. Finally, in the second part, the student will present an improved proposal that will include theories, methodologies, tools and activities used by the teacher during the development of an English class.


Palabras clave


Comprehensive exam; Approaches; Pedagogy; Online education; Case study; Multiple choice; Curriculum.

Texto completo:

PDF HTML

Referencias


Ajzen I. (1991). The Theory of Planned Behavior. . Organizational Behavior and Human Decision Processes, 179–211.

Benson MJ. (1991). Attitudes and motivation towards English: A survey of Japanese Freshnen. RELC Journal, 34-48.

Better Help. (6 de Octubre de 2022). BetterHelp Editorial Team. Obtenido de Recuperado de: https://www.betterhelp.com/advice/motivation/military-motivation-special-challenges-and-techniques/

Check J. & Schutt R. K. (2012). Research methods in education. Thousand Oaks, CA, 159-185.

Columbia University. (2018). COLUMBIA UNIVERSITY IN THE CITY OF NEW YORK. Obtenido de COLUMBIA CENTER FOR TEACHIG AND LEARNING: recuperado de: https://ccnmtl.columbia.edu/projects/qmss/samples_and_sampling/types_of_sampling.html

Icek Ajzen. (1991). The Theory of Planned Behavior. Researchgate, 179-211.

Kendra Cherry. (2022). Extrinsic vs. Intrinsic Motivation: What's the Difference? Verywell mind, 7.

Kenneth Thomas Erick. (2016). Intrinsic motivation in the military:. Calhoun: The NPS Institutional Archive models and strategic importance, 1-35.

National Research Council. (2008). Human Behavior in Military Contexts. NATIONAL ACADEMIES.

Paul T. Marston, A. L. (2019). THE IMPACT OF ADOPTING PHYSICAL FITNESS STANDARDS ON ARMY PERSONNEL ASSIGNMENT: A PRELIMINARY STUDY. Human Resources Research Organization, 1-58.

Ron Levy, S. O. (2018). U.S ARMY. Obtenido de Attitude makes a difference: Recuperado de: https://www.army.mil/article/111235/attitude_makes_a_difference

Salmivalli, C. (1998). Intelligent, attractive, well-behaving, unhappy: The structure of adolescents, self-concept and its relation to their social behavior. . Journal of research of adolescence, 333 - 354.

Sevtap Karaoglu. (Junio de 2008). Motivating Language Learners to Succeed. Tesol, International Association.

Tarsi K. & Tuff T. (2012). Introduction to Population Demographics. Nature Education Knowledge, 3-11.

Wayne W. LaMorte. (2022). The Theory of Planned Behavior. Behavioral Change Models, 1.




DOI: https://doi.org/10.23857/pc.v9i8.7735

Enlaces de Referencia

  • Por el momento, no existen enlaces de referencia
';





Polo del Conocimiento              

Revista Científico-Académica Multidisciplinaria

ISSN: 2550-682X

Casa Editora del Polo                                                 

Manta - Ecuador       

Dirección: Ciudadela El Palmar, II Etapa,  Manta - Manabí - Ecuador.

Código Postal: 130801

Teléfonos: 056051775/0991871420

Email: polodelconocimientorevista@gmail.com / director@polodelconocimiento.com

URL: https://www.polodelconocimiento.com/