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Teacher’s role in collaborative problem solving in a partially flipped classroom

dc.contributor.advisorCadena Aguilar, Albedro
dc.contributor.authorPeña Navarro, Judy Maritza
dc.contributor.authorSantos Cabellerol, Andrea
dc.date.accessioned2017-11-10T21:29:46Z
dc.date.available2017-11-10T21:29:46Z
dc.date.created2017
dc.date.issued2017-11-10
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dc.identifier.urihttp://hdl.handle.net/10818/31951
dc.description135 Páginas.es_CO
dc.description.abstractEl propósito de nuestra investigación fue mejorar el rol del profesor al momento de aplicar actividades colaborativas de solución de problemas en un aula parcialmente invertida. Veintiséis estudiantes de sexto grado y su profesor de inglés de un colegio privado en San Gil participaron en este estudio. Las investigadoras decidieron llevar a cabo este proyecto debido a que los profesores carecen de estrategias específicas para ayudar a los estudiantes a aprender significativamente en clases, centrando su atención en el alumno a través del trabajo colaborativo y al mismo tiempo fomentando la autonomía. De este modo, se anima a los docentes a mejorar su rol durante las clases al actuar como facilitador del aprendizaje empleando herramientas didácticas como: la técnica de preguntas, asignar roles a los estudiantes durante el trabajo colaborativo y a reflexionar sobre su propia práctica pedagógica. Este proceso se llevó a cabo durante seis semanas en las que se utilizó una variedad de instrumentos de recolección de datos. Los resultados mostraron que el profesor pudo mejorar significativamente su rol mediante el uso de la estrategia mencionada al fortalecer la independencia en los estudiantes a través del trabajo en la plataforma y permitiéndoles hacer preguntas para aclarar dudas sobre los temas gramaticales durante las clases.es_CO
dc.formatapplication/pdfes_CO
dc.language.isospaes_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectProfesores -- Actitudes
dc.subjectSolución de conflictos
dc.subjectPlanificación educativa
dc.subjectRelaciones alumno profesor
dc.subjectInvestigación acción
dc.titleTeacher’s role in collaborative problem solving in a partially flipped classroomes_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjerases_CO
dc.identifier.local266969
dc.identifier.localTE09360
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagíster en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO


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