Teacher Education through Drama. CLIL Practice in the Spanish Context

Muszyńska, Agata; Urpí, Carmen; Gałązka, Alicja

doi:10.15581/004.32.179-195

Cited by 12 publications

(10 citation statements)

References 4 publications

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“…Pozo (2016), confirmed in his study that teaching history through drama is more effective than a textbook-based teaching. In Muszynska and Glazka (2017), study, they maintained that drama improves various skills and attitudes for students who study a certain topic via CLIL approach. The results also provided the teachers with outlines of how to use drama-based-process-and productcentred educational objectives.…”

Section: Discussionmentioning

confidence: 97%

To Teach or Not to Teach Online: Pedagogical Considerations About Distance Learning

Robertson¹

2020

RJE

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The use of online course delivery has been promoted at many institutions of higher education as a way to provide greater access to students in a variety of degree programs. The lack of emphasis of online pedagogical strategies has left many faculty members to not consider teaching online, while administrators look for ways to increase revenue through enrollment with limited classroom space on campus. In this paper, the reasons faculty who have taught not online are explored and examined, while providing insight into the motivations of teaching online that could lead to increased participation within distance learning frameworks. Currently, universities across the globe are continuously challenged to provide increased opportunities to non-traditional students without increasing tuition for students or the overall operating budget. As most non-traditional students are not able to attend their classes in a full-time status, many universities are now encouraging and developing a strong distance education program across their institutions. Although distance learning does in fact provide non-traditional students the opportunity of higher education the integrity of university must not be lost, and the following case study of a Hispanic Serving Institution in the Southwest United states is a good example of how universities must consider the consequences and not just the benefits that online teaching has to offer.

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Section: Discussionmentioning

confidence: 97%

To Teach or Not to Teach Online: Pedagogical Considerations About Distance Learning

Robertson¹

2020

RJE

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“…This method is good for developing spontaneity, imagination and at the same time quick reactions in decision-making on the basis of own knowledge and immediate analysis of evolving situation in which the participant is immersed [Kemeh 2015]. It allows for expanding one's limits [Lehtonen et al 2016] and capabilities in life, within the professional and social environment that [Muszyńska et al 2017].…”

Section: Methodsmentioning

confidence: 99%

Study on the Development of Transversal Competences of Students of Logistic

Wolnowska¹,

Kasyk²

2020

Digitalization of Supply Chains

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Background: In the dynamically developing enterprises of the TFL industry, the demand for educated and competent employees is still growing. The educational process at the academic level should not only broaden the level of knowledge in this field but should also promote the development of transversal skills, such as entrepreneurship, communicativeness, creativity, and cooperation in the group. The article aims to examine the effectiveness of using three selected heuristic methods to develop transversal skills in the field of Logistics at the Maritime University of Szczecin. The research also pertains to the pace of growth of these competences during the implementation of educational processes using the indicated methods. Method: The method of accelerating the development of transversal competences in the process of students' practical education was used to test models of cross-functional skills development processes. The competence growth assessment was carried out in three stages, with the use of brainstorming, meta-plan and psychodrama. The competence level test was taken into account before the evaluation of the learning process models and after their completion. Nonparametric tests of multiple comparisons were used to analyze the results obtained. A matrix for the dependence increase in the applied case was based on the applied heuristic method.

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“…) como de los estudios sobre la lengua española como primera lengua o la literatura española (Torres Núñez, 1996;Gutiérrez y Rodríguez, 2008;Tejerina, 2008;etc.). Además, consultamos los estudios sobre el empleo del drama para la formación de profesores (Muszyńska, Urpí y Gałązka, 2017;etc. ).…”

Section: La Dramatización En Ele: Investigaciones Precedentesunclassified

“…El juego hace que sus participantes se trasladen a una realidad paralela. Eso constituye un factor muy motivador, permite modificar la clase tradicional en un entorno atractivo, el drama es un medio poderoso de enseñanza y cambio de actitudes hacia diferentes culturas que se transmite en el contexto ficticio, por tanto seguro, a través de la improvisación y del juego (Muszyńska et al, 2017). Según Fels y McGivern (2002) el éxito en la adquisición de una lengua extranjera requiere la comprensión del contexto, historia, situación económica, política, social y cultural del país cuya lengua se aprende.…”

Section: La Dramatización Como Recurso Didácticounclassified

“…Nuestros resultados cuantitativos y cualitativos se adscriben en la misma línea de los planteamientos de Fels y McGivern (2002), Gutiérrez y Rodríguez (2008) o Muszyńska et al (2017), entre otros, y sugieren que el aprendizaje a través de la dramatización desarrolla la conciencia intercultural, permite simular en el aula el contexto real de aprendizaje, utilizar los gestos, diferentes acentos o registros de la lengua, tomar conciencia de las diferencias culturales y experimentar otras culturas, todo dentro de un contexto seguro que garantiza el juego. Del mismo modo, coincidimos tanto con los resultados de los estudios cualitativos (que prevalecen en el campo de drama en educación) del ámbito de inglés como lengua Nº 35, enero 2021 extranjera realizados en distintos contextos (p.ej.…”

Section: Triangulación Y Discusiónunclassified

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Drama as a core in teaching Spanish as a foreign language at University of Lublin, Poland

Nowakowska¹,

Roa²

2021

PortaLin

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El estudio investigó el impacto del programa de intervención didáctica basadoen la dramatización, realizado en la Universidad Maria Curie Sklodowska de Lublin (Polonia)en el desarrollo de la competencia gramatical, léxica e intercultural y en las estrategiascomunicativas de los alumnos del primer curso de Filología Hispánica. Para analizar lasvariables, se utilizó la metodología mixta con un diseño anidado de modelo dominante. Losresultados triangulados mostraron la mejora de la competencia léxica e intercultural y eldesarrollo de las estrategias comunicativas de los participantes del programa de intervencióndidáctica. No se observó la mejora en la competencia gramatical. Se presentaron lasposibilidades didácticas del uso de la dramatización en el aula de ELE y las futuras líneas dela investigación, como el desarrollo de la estrategia de interacción y mediación.

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Teacher Education through Drama. CLIL Practice in the Spanish Context

Cited by 12 publications

References 4 publications

To Teach or Not to Teach Online: Pedagogical Considerations About Distance Learning

To Teach or Not to Teach Online: Pedagogical Considerations About Distance Learning

Study on the Development of Transversal Competences of Students of Logistic

Drama as a core in teaching Spanish as a foreign language at University of Lublin, Poland

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