Fundamentos de la investigación - Portafolio by michael.fr98x

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

METODOLOGÍA DE LA INVESTIGACIÓN

PORTAFOLIO ESTUDIANTIL AUTOR: Michael Andaluz

Septiembre 2018- Febrero 2019 Autor: Michael Andaluz

Contenido Universidad Técnica de Ambato .............................................................. 3 Misión .............................................................................................. 3 Visión .............................................................................................. 3 Facultad de Ciencias Humanas y de la Educación ......................................... 3 Misión .............................................................................................. 3 Visión .............................................................................................. 3 Sílabo .............................................................................................. 4 Programa Analítico .............................................................................. 4 Guías PAE.......................................................................................... 4 Perfil de Egreso .................................................................................. 5 1. Trabajo Colaborativo ......................................................................... 9 2. Trabajo Práctico ................................................................................... 13 3. Trabajo Autónomo ...........................................................................23 4. Componente Teórico ........................................................................27 5. Proyecto Integrador de Saberes (PIS) ....................................................28 6. Prácticas Pre – profesionales ..............................................................40 7. Reflexión............................................................................................. 42

Autor: Michael Andaluz

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Universidad Técnica de Ambato Misión Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país.

Visión La Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de formación superior con liderazgo y proyección nacional e internacional.

Facultad de Ciencias Humanas y de la Educación Misión “Formar profesionales íntegros de tercero y cuarto nivel en Ciencias Humanas y de la Educación, con bases científicas y tecnológicas, para el desempeño competente en procesos educacionales y de desarrollo del ser humano, a través del ejercicio de la investigación y vinculación con la colectividad, que respondan a los requerimientos del entorno sociocultural.”

Visión “La Facultad de Ciencias Humanas y de la Educación se constituirá en una institución de educación superior que garantiza la sustentabilidad y sostenibilidad en la formación de líderes profesionales, que transforman el contexto social en el área humanística y educativa del país, mediante la investigación científica y la práctica tecnológica, bajo principios éticos, políticos y culturales, que promuevan la calidad de vida y bienestar de los ecuatorianos.” A aaaa

Autor: Michael Andaluz

Sílabo https://utaedumy.sharepoint.com/personal/ma_escalante_uta_edu_ec/Documents/PORTAFOLIOS%20SE P18-FEB19/METODOLOG%C3%8DA%20DE%20LA%20INVESTIGACI%C3%93N%20A/SILABOPROGRAMA%20ANAL%C3%8DTICO/Silabo_MetodoInvest.pdf

Programa Analítico https://utaedumy.sharepoint.com/personal/ma_escalante_uta_edu_ec/Documents/PORTAFOLIOS%20SEP 18-FEB19/METODOLOG%C3%8DA%20DE%20LA%20INVESTIGACI%C3%93N%20A/SILABOPROGRAMA%20ANAL%C3%8DTICO/PlanAnalitico_MetodologiaInvest.pdf

Guías PAE https://utaedumy.sharepoint.com/:w:/r/personal/ma_escalante_uta_edu_ec/_layouts/15/Doc.aspx?sourc edoc=%7B67404f97-012b-4e97-9cce-fa39e3b82796%7D&action=edit&uid=%7B67404F97012B-4E97-9CCE-FA39E3B82796%7D&ListItemId=13364&ListId=%7BBF726150-3B63-48E0B864-DC523E1F1CAB%7D&odsp=1&env=prod

Perfil de Egreso Es de suma importancia determinar cuál es el rol del perfil de egreso en las instituciones de educación superior y su relación con la sociedad. (Hawes, 2007) establece lo siguiente con respecto al perfil de egreso. El Perfil de Egreso se concibe como una declaración formal que hace la institución frente a la sociedad y frente a sí misma en la cual compromete la formación de una identidad profesional dada, señalando con claridad los compromisos formativos que contrae y que constituyen el carácter identitario de la profesión en el marco de la institución, a la vez que especifica los principales ámbitos de realización de la profesión y sus competencias clave asociadas. (p. 2) Tomando en cuenta el punto de vista del autor, se puede establecer claramente la relación del perfil de egreso y su rol activo para enfrentar compromisos con la sociedad. Las instituciones de educación superior en el Ecuador tienen como objetivo principal el de mejorar la calidad educativa. Esta calidad educativa solo se podría medir en la pertinencia de los resultados de aprendizaje de los graduados y su correspondencia con las necesidades actuales y prospectivas de la sociedad. Sin duda el perfil de egreso debe establecer relación con las demandas de la sociedad, consecuentemente este perfil debe incluir las competencias que el egresado debe desarrollar a lo largo de su trayectoria de aprendizaje. (Hawes) acota que “el perfil de egreso describe los dominios de competencias (…) que caracterizan al egresado de una profesión y que expresan un nivel de habilitación básica respecto de las competencias a partir de los desempeños evidenciados durante el proceso formativo del estudiante”. (p. 2) En otras palabras, el proceso formativo debe estar enmarcado en el perfil de egreso e integrado a las demandas de la misma en la sociedad actual y prospectiva. Finalmente, el perfil de egreso es la declaratoria de los resultados de aprendizaje descritos en los itinerarios o trayectorias de aprendizaje. Estos resultados de aprendizaje deben ser concretados en las asignaturas y sus interdisciplinariedad que se hacen tangibles en la malla curricular. De la misma forma (Hawes 2007) menciona que “los criterios (…) en el proceso de construcción curricular, desde la definición del perfil del egresado pasando por la organización de los módulos o cursos, hasta la definición del plan de formación representado gráficamente por la “malla curricular”. (p.4)

Según (García, Pérez, Medellín, & Salazar, 2014) los elementos del perfil de egreso son cinco. El siguiente gráfico despliega claramente estos cinco elementos. Autora: Ruth Infante Fecha: 02-22-2015 Los conocimientos Los conocimientos según el Reglamento de Régimen Académico artículo 28 del capitulo III, están organizados en cinco campos de formación. Autora: Ruth Infante Fecha: 01-04-2015 En el campo de los fundamentos teóricos los conocimientos se organizan Habilidades Las habilidades son parte esencial del perfil de egreso por lo que es primordial establecerlas de manera coherente y que ayuden a cumplir con la relación de las demandas de la sociedad y el perfil. (Caroline abón- ofal arcía 20 4) acotan que se puede entender una habilidad como un conjunto de procedimientos aprendidos que los estudiantes competentes realizan automáticamente y que, por lo tanto, son aplicadas inconscientemente. (p. 1) Es decir que este conjunto de procedimiento estarán muy bien identificadas y desarrolladas para realizar competentemente las actividades de la profesión. Estas habilidades que debe desarrollar el estudiante durante su trayectoria de aprendizaje deben ser realizadas de manera inconsciente. demás (Caroline abón- ofal arcía 20 4) cita a ( loboda 7) quien establece que “las habilidades son rutinas cognitivas existentes y empleadas para facilitar la adquisición y producción del conocimiento. Las habilidades presentan una diferencia de otras destrezas por ejemplo: “fluidez rapidez automaticidad simultaneidad y conocimiento”. Las características de las habilidades permitirán el desarrollo de las actividades de la profesión, las mismas que se concretan en su automaticidad y funcionalidad. Tipos de habilidades: Autora: Ruth Infante

Actividades Las actividades se caracterizan por ser un grupo de acciones organizadas en una planificación enmarcada en los objetivos de aprendizaje y sus resultados. A estas actividades se complementan las habilidades y sus procedimientos. Así como también estos procedimientos inconscientemente realizados están determinados por el tipo de actividad seleccionada para alcanzar los objetivos de enseñanza-aprendizaje. En el caso de las actividades que cumple el docente en general (CES, 2015) establece que están enfocadas en cuatro aspectos: a.

Cognoscitivos: conocimiento, sus aprendizajes y el desarrollo del pensamiento.

Funcionales: las habilidades técnicas de la profesión o del “oficio”

Interaccionales: habilidades sociales, culturales, comunicativas y organizativas

Aprendizajes: desarrollo del proyecto de vida, liderazgo, identidad ciudadana, e

intervención para realidades complejas y multidimensionales. Tomando en cuenta estos cuatro aspectos de gran relevancia, los docentes en educación debería establecer claramente que actividades son parte del quehacer diario de su profesión y sobretodo que actividades han dado respuesta inmediata a problemas del contexto de la profesión. Seguido a esto, es relevante mencionar que el perfil genérico del docente según el Ministerio de Educación se basa en los siguientes elementos: Identidad Profesional, Gestión de la Enseñanza-Aprendizaje, Saberes y Destrezas Profesionales y Disciplinares. Estos elementos provocan escenarios de aprendizaje, los mismos que tienen sus actividades debidamente establecidas para el cumplimiento del perfil de egreso y sobre todo para dar relajar tensiones nacionales, regionales y locales. Las actividades que determinan el rol del docente líder, con transcendencia y pensamiento sistémico son simétricamente enlazadas a las aptitudes y sus indicadores. Aptitudes Las aptitudes también son componentes característicos en la construcción del perfil de egreso puesto que estas aptitudes constituyen parte integral de los docentes. Las aptitudes además determinan la eficacia y efectividad del desempeño profesional dentro de una comunidad de aprendizaje. De acuerdo a ( ragón ilva 2002) “En su origen aptitud significa apto, apropiado, adecuado, de tal manera que la definición de alguna aptitud particular tiene que ser dependiente de la situación. (p. 40) Por lo tanto, la aptitud o

aptitudes están presentes al momento de participar, intervenir, seleccionar, mediar y crear sin importar las situaciones que se presenten en el accionar habitual del docente como ser humano integral y como miembro de una comunidad. Capacidades No basta con el conocimiento, habilidades, actitudes y aptitudes, es necesario establecer las capacidades, en otras palabras, lo que el docente debe ser capaz de hacer. (Otero, 2011) propone la siguiente pregunta con respecto a la capacidad y competencia “¿podría decirse que las competencias y capacidades son términos sinónimos? Nuestra respuesta es está: ambos términos cumplen una función similar en el debate sobre la definición sobre los aprendizajes básicos definen las intenciones educativas pero difieren and su estructura”. (p. 67) (CES, 2015) cita a Ángel Pérez Gómez quien establece que el desarrollo de capacidades y de las competencias que requieren los docentes en la era digital, responde a una nueva racionalidad, cuya integralidad se concentra en: a.

Capacidad para utilizar y comunicar de manera disciplinada crítica y creativa el

conocimiento. b.

Vivir y convivir en grupos humanos cada vez más heterogéneos.

Capacidad para pensar, vivir y actuar con autonomía.

Además el autor antes mencionado hace referencia a las capacidades cognitivas, sociales, y aquellas relacionadas a la autonomía. Si se impulsa la integralidad del docente, específicamente del docente de idiomas, las capacidades que integran su accionar están declaradas en el Cambridge English Teaching Framework (CEFT). CEFT está organizado en cuatro niveles de competencia Autora: Ruth Infante Fecha: 05-03-2015 Cada uno de estos niveles están basados en cuatro categorías: aprendizaje y sujeto que aprende; conocimiento de la lengua y consciencia para enseñar; enseñanza, aprendizaje y evaluación; desarrollo profesional y valores. Dado de esta forma, las capacidades del docente del idioma inglés se enmarcan en estas cuatro categorías que a la vez están relacionadas con la propuesta curricular para las carreras de educación presentadas por el Consejo de Educación Superior (CES).

1. Trabajo Colaborativo PRIMER PARCIAL

SEGUNDO PARCIAL

2. Trabajo Práctico Guía Práctica 1 Scientific Research Scientific research is the intentional search for knowledge or solutions to scientific problems, according to Tamayo (2004) "Research is a process that is carried out through the application of the scientific method, seeks to obtain relevant and reliable information to understand, verify, correct or apply the knowledge ". (page. 37) An investigation has become a systematic, organized and objective process. It is systematic because the investigation of a hypothesis is recognized, analyzed and interpreted to modify or not the new knowledge in the actuality, initiating then a new cycle of investigation. Organized because all members of a research team should know what to do during the study apply the same thesis and criteria to all participants and act in a similar way to any questions. Objective is the conclusions. In this way, Sampieri, (2006) states: "Scientific research is systematic, empirical and critical. Systematic because it does not leave the facts to chance, but rather it is a disciplined activity. Empirical because it is about collecting and analyzing reality data. Finally, it is a criticism for the evaluation and improvement of the constant way ". (page. 105). The fundamental characteristic of the investigation is the discovery of general principles. The researcher starts from the previous results, approaches, proposals, answers, work problems, for this purpose an information must be planned, collect, record and analyze the information. If these instruments do not exist, you must create them. The research must be a series of characteristics for the sea in scientific reality: to be planned, to be original, to be objective, to have the necessary time, to aim at numerical measurements and to offer verifiable and verifiable results.

Bibliography Sampieri, R. H. ( 2006). Metodología de la investigación. México: McGraw Hill. Tamayo, T. y. (2004). Proceso de la Investigación Científica. México: Limusa, Noriega y Editores.

GuĂa PrĂĄctica 2

RESEARCH LEVELS Quantitative approach The quantitative approach is sequential and probative. Each stage precedes the next and you can not avoid the different steps of it. Follow the classical scientific method: pose a problem, create hypothesis, experiment, analyze data and draw conclusions. But the central aspect is that the object of study of these research designs are variables or quantifiable or easily measurable phenomena.

Qualitative approach The qualitative approach is also guided by significant areas or topics of research. However, qualitative studies do not follow a rigid and sequential process. These can develop questions and hypotheses before, during or after data collection and analysis. It is based on an exploratory or exploratory method, often prior to quantitative, to refine research questions or propose new questions in relation to the study question. What approach is the best? The two approaches are very valuables because they have made notable contributions to the advancement of knowledge, but for me, the quantitative approach is better than qualitative approach because un this approach the researcher has a deep view, start from real information but not from your own experiences, it has a surveys and statistics specifics and this was solid data that will support the conclusions. The researcher can enrich the study by conducting open interviews, and the most important thing is than the quantitative method has been the most used by sciences such as physics, chemistry and biology. Therefore, it is more appropriate for sciences called "exact or natural".

GuĂa PrĂĄctica 3

Definition of the theoretical framework, background of the problem. Bibliographic review and construction of the theoretical framework, formulation of hypotheses, definition of variables and indicators. The theoretical framework consists of the compilation of background, previous research and theoretical considerations where rests a project of research, analysis, hypothesis and experiment, allowing the interpretation of results and the formulation of conclusions. Also called framework as a framework of reference is the conceptual support a theory or theoretical concepts that were used for the approach to the problem of a project or a research thesis, for example. Is characterized by a theoretical language which defines the discipline to which belongs the field of study chosen, the relevant concepts and the phenomenon that is going to deepen or study. The importance of the theoretical framework is that allows orderly and coherent, justify, demonstrate, support and interpret the assumptions and the results of an investigation and, in turn, develop in a reliable manner the findings of a project or rethink questions from higher levels of abstraction and deep. The hypothesis is considered as tentative explanations regarding the problem posed, presented as propositions. But not all conjecture or supposition is a scientific hypothesis. It fulfills its function only if it is related to existing knowledge; If you meet the already known with what you are looking for. Some hypothesis involve a variable and point out the presence of a certain fact or phenomenon, others relate two or more variables in the form of association or covariance, there is a third group that relates them in terms of dependency or causality and allow predicting with a margin of error. These are very relevant aspects because they define completely how the research has been prepared; Mentioning the background and other steps that are involved in the framework theoretical and the formulation of hypotheses is generating assumptions that help the investigator go clear doubts and specifying the pertinent information for the development of their research.

Guía Práctica 4 Universidad Técnica de Ambato Facultad de Ciencias Humanas y de la Educación Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros Práctica Pre Profesional de Formación Académica (no remunerada) Segundo Nivel OBSERVATION CARD Nº1 Educational Institution:…………………………………... Level:………………………. Date:……………………… Hours:…………….Start:….………..Finish:……………... Observer:………………………………………………….. Students - teacher's interaction Never Sometimes Always Observations The teacher uses the same method The students have an affinity between them and the teacher Students participate actively during classes. The students ask to clarify the subject. There is respect between students and teachers. Students allow others to participate with their ideas. Analysis and Reflection:

Institutional Tutor’s Validation: NAME:

SIGNATURE:

DATE:

Universidad Técnica de Ambato Facultad de Ciencias Humanas y de la Educación Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros Name: …………………… Date: ……………

Level: ………………

SURVEY 1. The methods used by the teacher are innovative? o Yes o No 2. Is the relationship in the classroom respectful? o Yes o No 3. Are there problems between students and teachers? o Yes o No 4. Do the students get help from teachers to solve problems? o Yes o No 5. Is there a lot of dynamics during the class? o Yes o No 6. Does the teacher use technology during class? o Yes o No 7. Do students dialogue with the teacher in a correct way? o Yes o No

Analysis and Reflection:

Institutional Tutor’s Validation: NAME:

SIGNATURE:

DATE:

Universidad Técnica de Ambato Facultad de Ciencias Humanas y de la Educación Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros Name: …………………… Date: ……………

Level: ………………

This interview is going to be used in order to collect data about the students – teacher interaction at Unidad Educativa “Juan León Mera La Salle” at baccalaureate level.

INTERVIEW

1. What are the best methods to teach English?

2. How often do students interact?

3. What are the results of learning English with different methods?

4. Do you treat students individually academically?

5. How do teachers solve group problems?

6. How many students interact during the class?

7. Do students enjoy English classes?

8. How often are teaching methods changed?

9. How much time do you have to interact with the students?

10. What are the most frequent problems that exist in the classroom?

Analysis and Reflection:

Institutional Tutorâ&#x20AC;&#x2122;s Validation: NAME:

SIGNATURE:

DATE:

Guía Práctica 5

RESULTS Question 1: How often do students make questions?

INDICATORS FREQUENCY PERCENT ALWAYS

75%

SOMETIMES

25%

NEVER

TOTAL

100%

STUDENTS MAKE QUESTIONS 0%

NEVER ALWAYS

Source: Observation Card Nº2 “Students – teacher´s interaction Elaborated by: Andaluz,M. et all (2018) Analysis and Interpretation According to the information, it is possible to say that only 3 observers that correspond to 75% expressed that students make questions. Meanwhile, 1 student with 25% said that it only occurs sometimes.Therefore, there is a good interaction into the classroom because the students make questions to understand the topic.

Question 2: Do students enjoy the class?

INDICATORS ALWAYS

FREQUENCY 2

PERCENT 50%

SOMETIMES

25%

NEVER

25%

TOTAL

100%

STUDENTS ENJOY THE CLASS

NEVER 50% ALWAYS

Source: Observation Card Nº2 “Students – teacher´s interaction Elaborated by: Andaluz,M. et all (2018) Analysis and Interpretation This graphic shows that 2 students that represent the 50% said: “the students enjoy the class” and 1 student said that it only occur sometimes and the last one said that this never happens because the students get bored.As a result of this, there is a good work environment but the teacher needs to improve her methods because it does not work with all and some students get bored.

Question 3: Are students easily distracted during the time the teacher speaks?

INDICATORS ALWAYS

FREQUENCY 2

PERCENT 50%

SOMETIMES

50%

NEVER

TOTAL

100%

STUDENTS ARE EASILY DISTRACTED DURING THE TIME THE TEACHER SPEAKS

NEVER 50%

50% ALWAYS

Source: Observation Card Nº2 “Students – teacher´s interaction Elaborated by: Andaluz,M. et all (2018) Analysis and Interpretation According to the information, 2 students with 50% conclude that sometimes students are easily distracted during the time the teacher speaks and the other middle said that the students never are distracted. Therefore, some students do not pay attention and they do not understand while other students listen clearly the teacher instructions; all depends of the method that the teacher use and it could be improve to get everyone's attention.

3. Trabajo Autรณnomo

Techniques and Instruments of Investigation The method is the theoretical way, the techniques constitute the concrete procedures that the researcher uses to obtain information. The methods are global and general, the techniques are specific and have a practical and operational nature. The techniques are subordinated to a method and this in turn is what determines which techniques are to be used. Although the method and technique are closely linked, they are not identified, since both complement each other and are necessary in the investigation. The techniques constitute the set of mechanisms, means or resources directed to collect, conserve, analyze and transmit the data of the phenomena on which it is investigated. Therefore, the techniques are fundamental procedures or resources for gathering information, which the researcher uses to approach the facts and access their knowledge to approach the facts and access their knowledge.

4. Componente Teรณrico https://docs.google.com/forms/d/e/1FAIpQLSfov97za8i7L8fQ69YIgcuzpSL6bp0JtA7BgMQV4XBEkSqLQ/alreadyresponded

5. Proyecto Integrador de Saberes (PIS)

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MODALIDAD PRESENCIAL SECOND SEMESTER

PROJECT OF INTEGRATION OF KNOWLEDGE Topic: THE STUDENT-TEACHER INTERACTION IN THE LEARNING PROCESS AT SECOND LEVEL IN THE HIGH SCHOOL AT JUAN LEON MERA LA SALLE HIGH SCHOOL DURING THE ACADEMIC PERIOD SEPTEMBER 2018 – FEBRUARY 2019 Members: Andaluz Córdova Michael Romario Arroba Chango Evelyn Jahaira Briones Viñan Gabriel Eloy Chicaiza Chuncha Paulina Maribel AMBATO – ECUADOR SEPETEMBER 2018 – FEBRUARY 2019

TOPIC: THE STUDENT – TEACHER INTERACTION IN THE LEARNING PROCESS AT SECOND LEVEL IN THE HIGH SCHOOL AT JUAN LEON MERA LA SALLE HIGH SCHOOL DURING THE ACADEMIC PERIOD SEPTEMBER 2018 – FEBRUARY 2019

Objectives General objective To analyze the student- teacher interaction influence in the learning process at second level in the high school at U. E “Juan León Mera La Salle” during the academic Period September 18 - February 19. Specific objectives -

To identify the best forms of interaction that the students – teachers have in the classroom.

To explain the benefist that the students have in the learning process when there is a good interaction.

METHODOLOGY

FIELD RESEARCH

This is field research because it was developed in the place where the study problem is produced, the technique that was used was the passive observation, the data collection was through the observation cards addressed with parameters to the interactions produced in the classroom in this case the student-teacher interaction in the learning process.

APPROACH This project has a qualitative-quantitative approach. Qualitative because it was based on observations and interviews in which the observation cards that were used as support material, as model number 2 was chosen, which is based on the interaction between student and the teacher in the classroom. Quantitative because the results obtained are based on statistics and the product is verified helping to understand the problem studied LEVEL OF RESEARCH Our research problem is of a Correlational Level because it aims to study the relationships that exist between two or more concepts, categories or variables in a particular context. In addition, it is related to the existing practice in the classroom of the teacher and the student, because it focuses on knowing the behavior of a group of students to know the teacher´s attitude. Concluding, this research is of a Correlational Level because our study has contact with the existing relationship between two variables that are the teacher and student.

FRAMEWORK “The interaction, simple and humanely, it is linked at the collaborative work between people and the relationship that they establish between them (Winston).” It means that a good interaction generates a good work environment; people must be collaborative to achieve a common goal. It is the same in the education because the students need a good learning space to concentrate on what is being taught, they need to have a good relationship with their classmates and their teachers; therefore, they will have confidence to participate in the classroom even if they are wrong because there would be a good relationship between the student teacher and there is no fear of participating. According to (Covarrubias & Piña, 2004);

"The representation that students make to their teachers is not in a predetermined system, but obeys the needs and interests related to the way of evaluating teaching, with the teachers' performance in the transmission of knowledge and aspects of teaching, the personality of which is accepted or rejected by the student. That is, both teachers and students make a selection and categorization.â&#x20AC;? With this explanation, we can say that the interaction is not the same between all students and all teachers because everyone has different methods to teach and to learn English. Each student will respond in a different way to the tools used by the teacher some maybe positive and others maybe negative and these last ones will improve the tools used. â&#x20AC;&#x153;Information and Communication Technology facilitates interpersonal communication and provides access to all types of information, a fact that implies a methodological change in teaching, and teachers and students must adapt to these tools (Flores & De Arco, 2012).â&#x20AC;? In the interaction we also have the participation of technology because by using this tool, students are more motivated and their attention is obtained during the class. This method improves the quality of teaching and especially the interaction because the student is more related to current strategies. We know that having a good interaction in the area of education is very important so that the student can learn in a better way. A good interaction between the agents of the education will be able to develop a suitable environment so that the student can increase his knowledge, besides that the teacher feels comfort to spread his class. It is considered that the best way of interaction between the teacher and the students in the classroom is "Pedagogical touch". It is understood as "Pedagogical touch" to the form of ethical teaching based on the love and vocation of the teacher for his educational work. The pedagogical touch allows the use of skills that can be considered, true and meaningful teaching and learning processes, as well as the development of deep and meaningful interpersonal relationships in the classroom. As pointed out by Van Manen (1998), the pedagogical touch will provide the educational process:

- Perform wonders and leave a mark on her and the student. - To suggest that the difficult is easy. - Concern for the interest of the student. - Creation of new possibilities The pedagogical touch achieves these purposes through a positive environment where one works with silence, the word, with the look, the gesture, the example and the environment. That is why it is very positive that the teacher takes into account these aspects in the development of relationships with their students. ACTIVITY PLAN

ACTIVITIES/ WEEKS Topic Objectives (General and specifics) Methodology Theoretical literature Results Bibliography written presentation Oral presentation

NOVEMBER 1 2 3 4

DECEMBER JANUARY 1 2 3 4 1 2 3 4

RESULTS Question 1: How often do students make questions?

INDICATORS FREQUENCY PERCENT ALWAYS

75%

SOMETIMES

25%

NEVER

TOTAL

100%

STUDENTS MAKE QUESTIONS 0%

NEVER ALWAYS

Question 2: Do students enjoy the class?

INDICATORS ALWAYS

FREQUENCY 2

PERCENT 50%

SOMETIMES

25%

NEVER

25%

TOTAL

100%

STUDENTS ENJOY THE CLASS

NEVER 50% ALWAYS

Question 3: Are students easily distracted during the time the teacher speaks?

INDICATORS ALWAYS

FREQUENCY 2

PERCENT 50%

SOMETIMES

50%

NEVER

TOTAL

100%

STUDENTS ARE EASILY DISTRACTED DURING THE TIME THE TEACHER SPEAKS

NEVER 50%

50% ALWAYS

In conclusion, we can say that the student – teacher interaction at second level in the high school is good because it gets the attention of most students; the work environment is nice because students ask questions and many times this creates a funny class. The methods used were interesting and the strategy in that institution to have a good English level is very interesting. It is true that the student sometimes get distracted but it can change if the teacher improve her techniques.

Bibliography Covarrubias, P., & Piña, M. M. (2004). La interacción maestro-alumno y su relación con el aprendizaje. Revista Latinoamericana de Estudios Educativos, XXXIV(1). Flores, O., & De Arco, I. (2012). La influencia de las TIC en la interacción docentey discente en los procesos formativos universitarios. Universities and Knowledge Society Journal, IV(2), 3233. Winston, E. (s.f.). vicariaeducacion. Recuperado el 27 de Noviembre de 2018, de vicariaeducacion: http://www.vicariaeducacion.cl/documentos/equipos_direct/interaccion.pdf

6. Prรกcticas Pre - profesionales

7. Reflexión Durante este semestre, la materia de Metodología de Investigación ha sido muy importante dentro de la carrera de la Pedagogía de los Idiomas Nacionales y Extranjeros debido a que he aprendido a tener muchos conocimientos para investigar y poder cumplir con el proyecto integrador. La investigación es muy necesaria para poder desenvolverse en cualquier ámbito tanto académico como profesional. Saber realizar una investigación ha sido de gran utilidad para tener un buen desempeño en las prácticas pre-profesionales, puesto que los profesores de inglés de la institución Juan León Mera La Salle me exigieron a realizar bien mi trabajo como observador y analista.

Puedo decir que la materia de materia tiene un plan de estudio excelente porque está relacionada con el modelo educativo de la universidad en la que se rige a todo el entorno educativo con la finalidad de crear profesionales de calidad.