Màster en Formació del Professorat d’Educació Secundària Obligatòria, Batxillerat, Formació Professional i Ensenyament d’Idiomes
Permanent URI for this collection
Treballs de fi de màster en Formació del Professorat d’Educació Secundària Obligatòria, Batxillerat, Formació Professional i Ensenyament d’Idiomes de la Facultat d'Educació, Psicologia i Treball Social [Més informació del màster]
Browse
Recent Submissions
- ItemOpen Access¿Moldeando cuerpos a través del fitness o moldeando el fitness a través de los cuerpos? Unidad Didáctica implementada en Educación Física Secundaria para la mejora del autoconcepto físico y su conciencia crítica(2021-06) Marín Rubio, KevinA partir de las inquietudes sobre la presión estética social mostradas por alumnos de 3º de ESO durante mi período como profesor de Educación Física en prácticas en Cataluña, se diseñó e implementó una Unidad Didáctica desde las pedagogías críticas y el fitness con tal de mejorar su Autoconcepto Físico y la conciencia crítica de éste. Los resultados sugirieron que, dada la brevedad de la intervención los alumnos aumentaron su conciencia al cuestionar cánones de belleza impuestos, pero no mejoraron de forma generalizada su Autoconcepto Físico ni cambiaron la concepción de su cuerpo. En su mayoría persistieron en un discurso dominante neoliberal de autoempoderamiento y no fue posible problematizar la presión estética al dicotomizar entre cuerpos saludables y “cuerpos enfermos”. Por el contrario, se encontró mejora en algunos alumnos que resignificaron su identidad en sociedad y se concibieron siempre atravesados por la misma, despatologizando su malestar con el cuerpo. Esta investigación pretende ir hacia un nuevo escenario en la idea de la idea de la Educación Física contribuyendo como práctica crítica de la materia y una innovadora aproximación a la competencia 2 de nuestro ámbito en el currículum.
- ItemOpen AccessDoes input modality matter when learning vocabulary in English as a foreign language?(2021-06) Gené Giron, RosaSecond Language Acquisition (SLA) is an important reality in the students’ language learning process. Findings in SLA research indicate that input mode plays a crucial role when learning a second language (L2). Teachers and professors need to implement the most effective input mode (listening-only, reading-while-listening or reading-only) in their foreign language (FL) classroom for teaching and achieving visible learning gains in the students’ vocabulary knowledge. The main purpose of this study is to solve one conflict observed in several groups of 1st ESO students: the teaching of L2 English vocabulary following the traditional method and without contextualizing the new words. The innovation proposal consists of investigating the role of input modality when learning L2 English vocabulary in a FL classroom and proposing the activities implemented in class as possible models to be incorporated in the FL classroom to motivate students to learn English vocabulary. Three classes of approximately 20 Catalan/Spanish students who were finishing their first year of Obligatory Secondary Education were examined. A mixed version of The Updated Vocabulary Levels Test (Webb, Sasao, & Balance, 2017) and a satisfaction questionnaire were used to collect data about L2 English vocabulary learning. This paper illustrates which the most efficient input mode to learn L2 English vocabulary in the FL classroom is. All in all, this study can be applied to diverse educational institutions utilizing different input modes to teach vocabulary.
- ItemOpen AccessLidiando con el aprendizaje cooperativo. Efecto de una UD cooperativa en Educación Física sobre las Necesidades Psicológicas Básicas del alumnado(2021) Vives Membrive, AlbaEl objetivo del presente estudio fue evaluar los efectos de una intervención en Educación Física basada en el modelo pedagógico de Aprendizaje Cooperativo sobre las necesidades psicológicas básicas (NPB) de un grupo clase de adolescentes, comparando sus resultados antes, durante y después de la intervención mediante el cuestionario CAC, el de SFNPB-EF y uno de opinión personal. El grupo muestra estuvo compuesto por 105 adolescentes de diferentes clases de 1º de ESO de un instituto público de Cataluña al que se les implementó una Unidad Didáctica cooperativa (UD ANTS). Se concluyó que la UD ANTS mejoró el factor de cooperación y disminuyó la frustración de las NPB del grupo muestra, pero no obtuvo mejoras en la satisfacción de las NPB debido posiblemente a las limitaciones en su diseño y puesta en práctica.
- ItemOpen AccessEnjoying Literature: An Introduction to Young Adult Literature and English Classics in High School(2020-06) Navarro Morlans, AresThe use of literature in language teaching has been a controversial issue for several decades. Some of the reasons for said disregard of literature are the belief that literature is too complicated for learners and that young learners are not usually interested in reading. Nevertheless, in the last 30 years, research has focused on literature as a powerful resource for the English as a Foreign Language classroom, mainly for its linguistic, cultural, and personal values. Although most English curriculums favour simplified adaptations of famous classics, some advocate for the teaching of current popular books, which tend to have a better response amongst teenagers. These books are often found under the same genre: Young Adult Literature (YAL). By resorting to YAL and literature in education as main theoretical framework, the aim of this dissertation is to design a didactic unit based on a popular Young Adult novel, A Study in Charlotte by Brittany Cavallaro (2017), in order to (1) promote reading amongst young adult learners of English, (2) promote the use of YAL as an adequate reading choice, and (3) prove the possibility of using YAL as introduction to literary classics.
- ItemOpen AccessFocus on Form: A CLIL Didactic Unit Promoting ESO Students’ Form Awareness(2020-06) Vilaseca Nogueras, AnnaThe learning benefits of CLIL in secondary education contexts have been documented in many studies across Europe, including Catalonia. However, research confirms that the attention paid to language in CLIL programs is often insufficient, and full and proper integration of content and language is actually rare. In Sant Llorenç de Morunys high school, students of 1st year of ESO do Social Science in English, in a two-hour weekly lesson focused on Collaborative Language Learning (CLL). During my practicum observation period, I detected a problem in this class: language structures were not given the same weight as the content, so a focus on form was practically absent. This paper seeks to provide an innovation proposal which replaces this teaching approach by working with focus-on-form CLIL in the Social Science class. The unit created has a focus on form in order to potentiate the acquisition of certain content-related structures apart from the content of the unit itself. In other words, my proposal is focused on creating language learning opportunities in order to favour deep content learning.