Recino Uvaldo

Resumen: COMMUNICATIVE-ORIENTED LANGUAGE TEACHING METHODOLOGIES NEED TO HAVE A CENTRAL ROLE IN CURRENT FOREIGN LANGUAGE EDUCATION. IN FACT, LANGUAGE TEACHERS ARE EXPECTED TO SHIFT AWAY FROM TRADITIONAL LANGUAGE TEACHING METHODS THAT HAVE PROVEN TO BE INEFFECTIVE FOR LANGUAGE LEARNING. NOWADAYS, A MOVEMENT, WHICH FAVORS AND EMBRACES INTERACTION, COMMUNICATION, AND NEGOTIATION OF MEANING, IS GROWING IN LANGUAGE EDUCATION; THEREFORE, PRE-SERVICE AND IN-SERVICE TEACHERS OF ENGLISH NEED TO BE RESPONSIVE TO AND BECOME AWARE OF THE IMPORTANCE OF THESE KEY ASPECTS. WITH THESE NOTIONS IN MIND, THE PRESENT ARTICLE CAN BE SEEN AS A CONTRIBUTION TO HELP LANGUAGE TEACHERS GAIN AN UNDERSTANDING OF KEY THEORETICAL NOTIONS RELATED TO THE EMERGENCE OF COMMUNICATIVE LANGUAGE TEACHING AND ITS MOST WELL-KNOWN METHODS – CLT AND TBLT. ADDITIONALLY, THIS WORK ANALYZED CLT AND TBLT AS THESE TWO LANGUAGE TEACHING METHODS ARE NOT OPPOSING BUT IN LINE WITH THE COMMUNICATIVE APPROACH. THE IMPORTANCE OF IMPLEMENTING COMMUNICATIVE-ORIENTED LESSONS INTO THE ENGLISH CLASSROOM WAS ALSO EXAMINED. IN THIS SENSE, A TABLE MADE UP OF SPECIFIC GUIDELINES WAS ELABORATED BY USING WORKS OF LEADING EXPERTS IN LANGUAGE TEACHING AND LEARNING. THE TABLE IS INTENDED TO HELP TEACHERS TO BE BETTER EQUIPPED TO DESIGN AND IMPLEMENT TBLT LESSONS INTO THE CLASSROOM, WHICH …

Resumen: ABSTRACT OBJECTIVE: STUDIES OF THE USE OF FLIPPED LEARNING IN THE ECUADORIAN EDUCATIONAL CONTEXT ARE LIMITED. THE OVERALL AIM OF THIS STUDY WAS TO PROPOSE A METHODOLOGY BASED ON THE USE OF THE FIPPED CLASSROOM TO TEACH THE SUBJECT EDUCATIONAL MODELS IN ENGLISH. METHOD: A BIBLIOGRAPHIC REVIEW ABOUT THE FLIPPED CLASSROOM WAS CARRIED OUT. USING THE COLLECTED INFORMATION, A METHODOLOGY WAS ELABORATED AND PUT INTO PRACTICE AND EVALUATED BY MEANS OF AN ACTION RESEARCH PROCESS. RESULTS: THE RESULTS REVEALED A METHODOLOGY THAT INCLUDES STEPS AND PROCEDURES TO IMPLEMENT FLIPPED LEARNING IN THE TEACHING OF EDUCATIONAL MODELS IN ENGLISH AT UNAE. CONCLUSION: BASED ON THE RESULTS, IT CAN BE CONCLUDED THAT THE PROPOSED METHODOLOGY PROVED TO BE SUCCESSFUL TO TEACH THE AFOREMENTIONED SUBJECT IN ENGLISH.

Resumen: FUNDAMENTO: EN EL ESCENARIO PROFESIONAL Y DOCENTE «COMPETENCIA» NO ES UN TÉRMINO CONSENSUADO NI SU INTERPRETACIÓN HOMOGÉNEA. OBJETIVO: EXPONER DIFERENTES CONCEPTUALIZACIONES ACERCA DEL VOCABLO «COMPETENCIA», LAS CAUSAS DE LA MULTIPLICIDAD DE SUS DEFINICIONES Y LA FACTIBILIDAD DE APLICACIÓN DE ESTE ENFOQUE EN EL CAMPO DE LAS CIENCIAS MÉDICAS. MÉTODOS: EL TRABAJO SE REALIZÓ DURANTE EL CURSO COMPETENCIAS PROFESIONALES, EN LA FILIAL DE CIENCIAS MÉDICAS DE SAGUA LA GRANDE, EN FEBRERO DE 2011, DONDE PARTICIPARON 22 PROFESORES. SE APLICARON MÉTODOS TEÓRICOS: ANALÍTICO-SINTÉTICO, INDUCTIVO-DEDUCTIVO E HISTÓRICO–LÓGICO, Y EMPÍRICOS: CUESTIONARIO DE TRES PREGUNTAS RELACIONADAS CON EL CONCEPTO DEL REFERIDO VOCABLO. LAS RESPUESTAS INDIVIDUALES FUERON RECOGIDAS Y EXPRESADAS EN PLENARIO. SE EMPLEÓ LA TÉCNICA DEL GRUPO NOMINAL PARA IDENTIFICAR LOS COMPONENTES QUE FORMAN PARTE DEL TÉRMINO. RESULTADOS: LOS PROFESORES IDENTIFICAN EL CONCEPTO «COMPETENCIA» CON CONOCIMIENTOS, HABILIDADES, HÁBITOS, DESTREZAS, RESPONSABILIDAD, ACTITUDES Y VALORES. LOS COMPONENTES MÁS ESTABLES QUE FORMAN PARTE DE SU ESTRUCTURA, FUERON: SISTEMA DE CONOCIMIENTOS, HABILIDADES, DESTREZAS, APTITUDES Y ACTITUDES. CON RELACIÓN A POR QUÉ EXISTEN TANTAS DEFINICIONES DE «COMPETENCIA», NO EXISTIÓ UN PREDOMINIO DE OPINIONES, SINO MÚLTIPLES PUNTOS DE VISTA DE LOS AUTORES CONSULTADOS POR LO QUE RESULTA SER UN TÉRMINO POLÉMICO. LA TOTALIDAD DE LOS PROFESORES CONSIDERARON FACTIBLE APLICAR ESTE ENFOQUE …

Resumen: RESUMEN FUNDAMENTO: EL APRENDIZAJE ESTRATÉGICO SE CARACTERIZA POR EL USO DE ESTRATEGIAS FLEXIBLES QUE SE TRANSFIEREN Y ADAPTAN A NUEVAS SITUACIONES Y SE EXPRESA EN LA SOLUCIÓN DE PROBLEMAS. EN LA DIDÁCTICA DE LA EDUCACIÓN MÉDICA SUPERIOR, LA SOLUCIÓN DE PROBLEMAS DOCENTES CONSTITUYE EL MÉTODO POR EXCELENCIA PARA DESARROLLAR EL APRENDIZAJE. OBJETIVOS: DETERMINAR LAS DIMENSIONES E INDICADORES DEL APRENDIZAJE ESTRATÉGICO EN LA SOLUCIÓN DE PROBLEMAS DOCENTES COMO VARIABLE QUE PERMITA ORIENTAR EL DIAGNÓSTICO, DESARROLLO Y TRANSFORMACIÓN DE ESTE TIPO DE APRENDIZAJE EN LA EDUCACIÓN MÉDICA SUPERIOR. MÉTODOS: SE APLICARON MÉTODOS TEÓRICOS: HISTÓRICO LÓGICO, ANALÍTICO-SINTÉTICO, INDUCTIVODEDUCTIVO Y SISTÉMICO ESTRUCTURAL; DE LOS EMPÍRICOS SE APLICÓ EL ANÁLISIS DE DOCUMENTOS Y EL CRITERIO DE EXPERTOS. RESULTADOS: EL APRENDIZAJE PARA LA CARRERA DE MEDICINA EN CUBA SE CONCIBE COMO CENTRADO EN EL ESTUDIANTE, ACTIVO, CARACTERIZADO POR LA SOLUCIÓN DE PROBLEMAS. EL APRENDIZAJE ESTRATÉGICO PERMITE EL USO CONDICIONAL DE LAS ESTRATEGIAS DE APRENDIZAJE, DETERMINADO POR LOS MECANISMOS REGULADORES Y AUTORREGULADORES, A TRAVÉS DE LA ESTRUCTURACIÓN DE PROCESOS COMUNICATIVOS CON OTROS DURANTE LA PLANIFICACIÓN, SUPERVISIÓN Y EVALUACIÓN DEL PLAN DE ACCIÓN DESPLEGADO. LOS EXPERTOS CONSIDERARON QUE LAS DIMENSIONES E INDICADORES ESTABLECIDOS PARA EL APRENDIZAJE ESTRATÉGICO EN LA SOLUCIÓN DE PROBLEMAS ERAN ADECUADOS PARA EL TRATAMIENTO DE …

Resumen: LA CAPACITACIÓN DE LA POBLACIÓN ES VITAL PARA EL PROCESO DE REDUCCIÓN DE DESASTRES EN LAS COMUNIDADES. LOS AUTORES DEL PRESENTE ENSAYO REFLEXIONARON RESPECTO DE LA EDUCACIÓN CONTINUADA EN DICHO PROCESO DESDE LA EXPERIENCIA CUBANA. SE REALIZA UN ANÁLISIS TEÓRICO ALREDEDOR DEL OBJETO DE ESTUDIO, IMBRICÁNDOLO CON LAS NORMATIVAS ESTABLECIDAS POR LAS INSTANCIAS HABILITADAS PARA ELLO EN CUBA. SE CONCLUYÓ QUE LA PLURIDIMENSIONALIDAD DEL PROCESO DE REDUCCIÓN DE DESASTRES EXIGE LA TRANSDISCIPLINARIEDAD EN LA FORMACIÓN; QUE ÉSTA DEBE SER PERMANENTE, DIFERENCIADA Y ESCALONADA, INVOLUCRANDO A TODO EL SISTEMA EDUCATIVO Y EN ESPECIAL AL DE EDUCACIÓN SUPERIOR; QUE EL DISEÑO CURRICULAR DE LAS DIFERENTES MODALIDADES DE SUPERACIÓN DEBE ESTAR ADECUADAMENTE FUNDAMENTADO Y ENFOCADO DESDE LOS PROGRESOS CONTINUOS DE LAS CIENCIAS Y LAS EXIGENCIAS PROPIAS DEL DESARROLLO DE LA SOCIEDAD.

Resumen: THE 2016 ECUADORIAN CURRICULUM MANDATES STUDENTS MUST GRADUATE HIGH SCHOOL WITH AN INTERMEDIATE OR B1 IN ENGLISH. HOWEVER, IT HAS BEEN FOUND THERE ARE FACTORS THAT AID AND/OR IMPEDE EFL AND ELT IN THE ECUADORIAN CONTEXT. FOR THIS REASON, THE RESEARCHERS CONDUCTED EXPLORATORY QUALITATIVE RESEARCH PRACTICES SUCH AS OBSERVATIONS IN PUBLIC SCHOOLS AND ROUND TABLE DISCUSSIONS WITH EFL PUBLIC SCHOOL TEACHERS. FOR THIS RESEARCH, THE AUTHORS ASKED THE FOLLOWING RESEARCH QUESTION: WHAT ARE THE FACTORS THAT AFFECT ELT AND EFL IN THE COUNTRY OF ECUADOR? TO ANSWER THIS QUESTION, THE OVERALL AIM OF THIS PAPER IS TO IDENTIFY THE FACTORS THAT IMPEDE AND AID EFL TEACHING AND LEARNING IN THE COUNTRY OF ECUADOR. THE ROUND TABLE DISCUSSIONS WERE TRANSCRIBED AND PUT THROUGH MAXQDA QUALITATIVE ANALYSIS SOFTWARE TO RETRIEVE VARIOUS CODES AND REVEALED THE FACTORS IMPEDING AND AIDING ELT IN ECUADOR. THEY WERE THEN GROUPED INTO 5 CATEGORIES, WHICH ARE PEDAGOGY RELATED FACTORS, USE OF SPANISH, PERCEPTIONS AND STATUS OF ELT, INFRASTRUCTURE AND EDUCATIONAL POLICIES. THESE SHOW THE VARIOUS POSITIVE AND NEGATIVE FACTORS, WHICH AFFECT LANGUAGE LEARNING AND TEACHING IN THE COUNTRY. THE ABOVE FACTORS ARE THE FINDINGS FROM THE FIRST PHASE OF A TWO YEAR RESEARCH PROJECT THAT WERE FOUND …

Resumen: THE RESEARCH STUDY WAS CARRIED OUT AT AN ECUADORIAN TEACHER TRAINING UNIVERSITY AND AIMED AT BRIDGING THE GAP BETWEEN THE EXIT PROFILE REQUIREMENTS OF STUDENT TEACHER GRADUATES AND THE SYLLABUS OF THE SUBJECT CALLED TEACHING LANGUAGE SKILLS. THE OBJECTIVE WAS TO ESTABLISH HOW FAR DEMO LESSONS (SUCH AS MICROTEACHING SESSIONS) CAN FACILITATE THE TRAINING OF STUDENT TEACHERS, AND PREPARE THEM FOR AUTHENTIC TEACHINGLEARNING SITUATIONS AT THE BEGINNING OF THEIR CAREERS. A QUALITATIVE PARADIGM BASED ON ACTION RESEARCH (AR) METHODOLOGY WAS USED IN TWO CONSECUTIVE CYCLES EMPLOYING CLASS OBSERVATION, REFLECTION AND SURVEY QUESTIONS FOR FEEDBACK. IN THE FIRST CYCLE, STUDENT TEACHERS, WHO GAVE DEMO LESSONS ON HOW TO IMPROVE LISTENING SKILLS, WERE GIVEN FEEDBACK BY THE CLASS TEACHER AND THEIR PEERS. IN THE SECOND CYCLE, WHICH AIMED AT MITIGATING THE WEAKNESSES IDENTIFIED BY THE OBSERVERS AND THE CLASS TEACHER IN THE FIRST CYCLE, STUDENT TEACHERS GAVE DEMO LESSONS ON IMPROVING SPEAKING SKILLS. AFTER THE TWO CYCLES WERE COMPLETED, THE 26 PARTICIPANTS OF THE MODULE WERE ASKED TO PROVIDE RESPONSES TO A SURVEY QUESTIONNAIRE WHICH SPECIFICALLY EXPLORED THEIR PERCEPTIONS ON HOW FAR THE DEMO LESSONS HAD HELPED THEM DEVELOP THEIR PROFESSIONAL COMPETENCIES. THE RESEARCHERS CONCLUDE THAT OBSERVATIONS OF AND REFLECTIONS ON THE …