Encouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.

This document proposes Action Research focused on the implementation of Project based learning and the fostering of the Aesthetic Domain in order to strengthen the oral abilities focusing on vocabulary learning and Self-Concept of young learners. Hence, the population encompasses third graders from...

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Autores:
Martínez Pérez, Juanita
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2024
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
eng
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/20444
Acceso en línea:
http://hdl.handle.net/20.500.12209/20444
Palabra clave:
Autoconcepto
Aprendizaje basado en proyectos
Habilidades orales
Vocabulario contextualizado
Identidad
Dominio estético
Libros de manualidades
Enseñanza del inglés como lengua extranjera
Self - Concept
Project based learning
Speaking skills
Contextualized vocabulary
Identity
Aesthetic domain
Handmade books
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
id RPEDAGO2_302c1ae63c31dd19e8e61361854b6ab0
oai_identifier_str oai:repository.pedagogica.edu.co:20.500.12209/20444
network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv Encouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.
dc.title.translated.eng.fl_str_mv Encouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.
title Encouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.
spellingShingle Encouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.
Autoconcepto
Aprendizaje basado en proyectos
Habilidades orales
Vocabulario contextualizado
Identidad
Dominio estético
Libros de manualidades
Enseñanza del inglés como lengua extranjera
Self - Concept
Project based learning
Speaking skills
Contextualized vocabulary
Identity
Aesthetic domain
Handmade books
title_short Encouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.
title_full Encouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.
title_fullStr Encouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.
title_full_unstemmed Encouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.
title_sort Encouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.
dc.creator.fl_str_mv Martínez Pérez, Juanita
dc.contributor.advisor.spa.fl_str_mv Hernández Saavedra, Sergio Francisco
dc.contributor.author.spa.fl_str_mv Martínez Pérez, Juanita
dc.subject.spa.fl_str_mv Autoconcepto
Aprendizaje basado en proyectos
Habilidades orales
Vocabulario contextualizado
Identidad
Dominio estético
Libros de manualidades
Enseñanza del inglés como lengua extranjera
topic Autoconcepto
Aprendizaje basado en proyectos
Habilidades orales
Vocabulario contextualizado
Identidad
Dominio estético
Libros de manualidades
Enseñanza del inglés como lengua extranjera
Self - Concept
Project based learning
Speaking skills
Contextualized vocabulary
Identity
Aesthetic domain
Handmade books
dc.subject.keywords.eng.fl_str_mv Self - Concept
Project based learning
Speaking skills
Contextualized vocabulary
Identity
Aesthetic domain
Handmade books
description This document proposes Action Research focused on the implementation of Project based learning and the fostering of the Aesthetic Domain in order to strengthen the oral abilities focusing on vocabulary learning and Self-Concept of young learners. Hence, the population encompasses third graders from 8-10 years old at Liceo Femenino Mercedes Nariño School.Thus, instruments such as observations, questionnaires, artifacts, and audio recordings were crucial to collect data for this Action Research. Then, the pedagogical approach and proposal are presented with the description and objectives of the cycles of research, followed by the analysis of results by categories. Lastly, the conclusions, implications, and limitations are displayed.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-12-12T19:11:20Z
dc.date.available.none.fl_str_mv 2024-12-12T19:11:20Z
dc.date.issued.none.fl_str_mv 2024
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv info:eu-repo/semantics/bachelorThesis
format http://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/20444
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv repourl: http://repositorio.pedagogica.edu.co/
url http://hdl.handle.net/20.500.12209/20444
identifier_str_mv instname:Universidad Pedagógica Nacional
reponame: Repositorio Institucional UPN
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dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv Bell, S (2010) Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83:2, 39-43, https://doi.org/10.1080/00098650903505415
Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals.
Brown, H. D. (2015). Teaching by principles: An interactive approach to language pedagogy. Pearson. Journal of Educational Psychology, 93(1), 23–34. https://doi.org/10.1037/0022-0663.93.1.23
Burns, A. (2010). Doing Action Research in English Language Teaching. New York.
Chao, C.N.G., McInerney, D.M. & Bai, B. Self-efficacy and Self-concept as Predictors of Language Learning Achievements in an Asian Bilingual Context. Asia-Pacific Edu Res 28, 139–147 (2019). https://doi.org/10.1007/s40299-018-0420-3
Condliffe, B, Quint, J. Visher, M. Bangser, M. Drohojowska,S. Saco, L, and Nelson, E (2017). Project-Based Learning: A Literature Review. New York: MDRC.
Crespí, P.García-Ramos, J. M. & Queiruga-Dios, M. (2022). Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education. Journal of New Approaches in Educational Research, 11(2), 259-276. https://doi.org/10.7821/naer.2022.7.993
Creswell, J. W. (2014). Research design: Qualitative & quantitative approaches. London: Sage Publications.
Gobierno Nacional, Ministerio de Educación Nacional. (2018). Plan Nacional Decenal de Educación 2016-2026. El camino hacia la calidad y equidad.
Gómez Zapata, G. (2017). Teaching English through arts and crafts to third grade public school children at Institucion Educativa Suroriental de Pereira. Pereira : Universidad Tecnológica de Pereira.
Hewings, M. (2004). Pronunciation Practice Activities: A Resource Book for Teaching English Pronunciation. Cambridge: Cambridge University Press.
Johnson, D. y Johnson, R. (2014). La evaluación en el aprendizaje cooperativo. Cómo mejorar la evaluación individual a través del grupo. Madrid, Ediciones SM.
Knigge, M., & Hannover, B. (2011). Collective school-type identity: Predicting students’ motivation beyond academic self-concept. International Journal of Psychology, 46(3), 191–205. https://doi.org/10.1080/00207594.2010.529907
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277 https://doi.org/10.1177/1365480216659733
Larsen- Freeman, D, (2018). Looking ahead: Future directions in, and future research into, second language acquisition. Foreign Language Annals 51(1): 55-72.
Liceo Femenino Mercedes Nariño. (2019). Manual de convivencia. Bogotá.
Liceo Femenino Mercedes Nariño. (2019). Proyecto Educativo Institucional (PEI). Bogotá.
Maley, A. & Peachey, N. (2015): Creativity in the English Language Classroom. London: British Council.
Marsh, H. W. (2007). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. London: British Psychological Society.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
Mills, G.E. (2011). Action Research: A Guide for the Teacher Researcher. 4th Edition, Pearson, London.
Ministerio de cultura. (2022). Plan Nacional de Cultura 2022-2032. Bogotá
Ministerio de Educación Nacional. (2016). Derechos Básicos de Aprendizaje. Bogotá D.C.
Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. Bogotá D.C.
Mulcahey, C. (2009). The story in the picture: Inquiry and artmaking with young children. New York, Teachers College Press.
Neuman, L. W. (2011). Social research methods: Qualitative and quantitative approaches (7th ed.). Boston, MA: Allyn and Bacon.
Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. New York. Routledge/Taylor & Francis Group.
Palomo del Blanco, M. (2014. EL AUTOCONCEPTO Y LA MOTIVACIÓN ESCOLAR: UNA REVISIÓN BIBLIOGRÁFICA. International Journal of Developmental and Educational Psychology, vol. 6, núm. 1, 2014, pp. 221-228. Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia, Adolescencia y Mayores Badajoz, España.
Ramirez, L. Buendía, L (2023). Impact of PBL and teacher immediacy in Primary School EFL Students’ Speaking Skills. Bogotá. Universidad del Bosque.
Reason, P. and Bradbury, H. (2006). Handbook of Action Research. Sage, London.
Rivas, P. Torres, N. Valencia, L. (2018). The use of visual arts as a strategy to teach vocabulary in Second grade at the public school La Julita, sede Providencia. Pereira. Universidad Tecnológica de Pereira
Roldán, M. J. (2018). La importancia del arte para los niños pequeños. Guía infantil
Rosas, L. C. (2018). Music videos and writing process in English as self-concept exploration and expression strategies for A2 adolescent learners at a public school. Universidad Pedagógica Nacional. Recuperado de: http://hdl.handle.net/20.500.12209/10365.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning.
Schunk, D. H., & Pajares, F. (2009). Self-Efficacy Theory. In K. R. Wenzel, & A. Wigfield (Eds.), Handbook of Motivation at School (pp. 35-53). Routledge/Taylor & Francis Group.
Schmitt, N., & Schmitt, D. (2020). Vocabulary in Language Teaching (2nd ed.). Cambridge: Cambridge University Press.
Tassoni, P. (2016). BTEC National Children's Play, Learning, and Development Student Book. London: Pearson Education.
Vaca, A. (2016). Promoting Speaking Skills in an EFL Classroom through Projectbased Learning: A Way to Involve Learners in Participatory Classes. Universidad Distrital Francisco José de Caldas.
Webb, S. (2005). “Receptive and productive vocabulary learning”.Studies in Second Language Acquisition, 28: 46-65.
Weida, C. (2015). Teaching Artists and the Craft of Handmade Books. Teaching Artist Journal, v13 n1 p5-13.
Whitehead, J, & McNiff, J. (2006). Action research. SAGE Publications, Ltd. https://doi.org/10.4135/9781849208536
Yu, M. & Smith, S. M. (2021). Grounded theory: A guide for a new generation of researchers. International Journal of Doctoral Studies, 16, 553-568. https://doi.org/10.28945/4836
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spelling Hernández Saavedra, Sergio FranciscoMartínez Pérez, Juanita2024-12-12T19:11:20Z2024-12-12T19:11:20Z2024http://hdl.handle.net/20.500.12209/20444instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This document proposes Action Research focused on the implementation of Project based learning and the fostering of the Aesthetic Domain in order to strengthen the oral abilities focusing on vocabulary learning and Self-Concept of young learners. Hence, the population encompasses third graders from 8-10 years old at Liceo Femenino Mercedes Nariño School.Thus, instruments such as observations, questionnaires, artifacts, and audio recordings were crucial to collect data for this Action Research. Then, the pedagogical approach and proposal are presented with the description and objectives of the cycles of research, followed by the analysis of results by categories. Lastly, the conclusions, implications, and limitations are displayed.Submitted by Juanita Martínez (jmartinezp@upn.edu.co) on 2024-11-29T20:52:55Z No. of bitstreams: 2 ENCOURAGEMENT OF SELF.pdf: 4374161 bytes, checksum: 643272e8633a643e45cb58bedd5a8a75 (MD5) Licencia de uso- Juanita Martínez Pérez.pdf: 2042677 bytes, checksum: 42ade04f1f2c23741d8c8235f9ee22dd (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-11-30T14:31:29Z (GMT) No. of bitstreams: 2 ENCOURAGEMENT OF SELF.pdf: 4374161 bytes, checksum: 643272e8633a643e45cb58bedd5a8a75 (MD5) Licencia de uso- Juanita Martínez Pérez.pdf: 2042677 bytes, checksum: 42ade04f1f2c23741d8c8235f9ee22dd (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-12T19:11:20Z (GMT) No. of bitstreams: 2 ENCOURAGEMENT OF SELF.pdf: 4374161 bytes, checksum: 643272e8633a643e45cb58bedd5a8a75 (MD5) Licencia de uso- Juanita Martínez Pérez.pdf: 2042677 bytes, checksum: 42ade04f1f2c23741d8c8235f9ee22dd (MD5)Made available in DSpace on 2024-12-12T19:11:20Z (GMT). No. of bitstreams: 2 ENCOURAGEMENT OF SELF.pdf: 4374161 bytes, checksum: 643272e8633a643e45cb58bedd5a8a75 (MD5) Licencia de uso- Juanita Martínez Pérez.pdf: 2042677 bytes, checksum: 42ade04f1f2c23741d8c8235f9ee22dd (MD5) Previous issue date: 2024Licenciado en Español e InglésPregradoEste documento propone una Investigación Acción enfocada en la implementación del Aprendizaje Basado en Proyectos y el fomento del Dominio Estético con el fin de fortalecer las habilidades orales y el autoconcepto de los estudiantes. Por lo tanto, la población abarca estudiantes de grado tercero de 8 a 10 años del colegio Liceo Femenino Mercedes Nariño. Por lo tanto, instrumentos como observaciones, cuestionarios, artefactos y grabaciones de audio fueron cruciales para recopilar datos para esta Investigación-Acción. Luego, se presenta el enfoque, propuesta pedagógica, descripción y objetivos de los ciclos establecidos, seguido del análisis de resultados por categorías. Por último, se muestran las conclusiones, implicaciones y limitaciones.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAutoconceptoAprendizaje basado en proyectosHabilidades oralesVocabulario contextualizadoIdentidadDominio estéticoLibros de manualidadesEnseñanza del inglés como lengua extranjeraSelf - ConceptProject based learningSpeaking skillsContextualized vocabularyIdentityAesthetic domainHandmade booksEncouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.Encouragement of self-concept and speaking skills through PBL and the use of the Aesthetic Domain.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisBell, S (2010) Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83:2, 39-43, https://doi.org/10.1080/00098650903505415Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals.Brown, H. D. (2015). Teaching by principles: An interactive approach to language pedagogy. Pearson. Journal of Educational Psychology, 93(1), 23–34. https://doi.org/10.1037/0022-0663.93.1.23Burns, A. (2010). Doing Action Research in English Language Teaching. New York.Chao, C.N.G., McInerney, D.M. & Bai, B. Self-efficacy and Self-concept as Predictors of Language Learning Achievements in an Asian Bilingual Context. Asia-Pacific Edu Res 28, 139–147 (2019). https://doi.org/10.1007/s40299-018-0420-3Condliffe, B, Quint, J. Visher, M. Bangser, M. Drohojowska,S. Saco, L, and Nelson, E (2017). Project-Based Learning: A Literature Review. New York: MDRC.Crespí, P.García-Ramos, J. M. & Queiruga-Dios, M. (2022). Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education. Journal of New Approaches in Educational Research, 11(2), 259-276. https://doi.org/10.7821/naer.2022.7.993Creswell, J. W. (2014). Research design: Qualitative & quantitative approaches. London: Sage Publications.Gobierno Nacional, Ministerio de Educación Nacional. (2018). Plan Nacional Decenal de Educación 2016-2026. El camino hacia la calidad y equidad.Gómez Zapata, G. (2017). Teaching English through arts and crafts to third grade public school children at Institucion Educativa Suroriental de Pereira. Pereira : Universidad Tecnológica de Pereira.Hewings, M. (2004). Pronunciation Practice Activities: A Resource Book for Teaching English Pronunciation. Cambridge: Cambridge University Press.Johnson, D. y Johnson, R. (2014). La evaluación en el aprendizaje cooperativo. Cómo mejorar la evaluación individual a través del grupo. Madrid, Ediciones SM.Knigge, M., & Hannover, B. (2011). Collective school-type identity: Predicting students’ motivation beyond academic self-concept. International Journal of Psychology, 46(3), 191–205. https://doi.org/10.1080/00207594.2010.529907Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277 https://doi.org/10.1177/1365480216659733Larsen- Freeman, D, (2018). Looking ahead: Future directions in, and future research into, second language acquisition. Foreign Language Annals 51(1): 55-72.Liceo Femenino Mercedes Nariño. (2019). Manual de convivencia. Bogotá.Liceo Femenino Mercedes Nariño. (2019). Proyecto Educativo Institucional (PEI). Bogotá.Maley, A. & Peachey, N. (2015): Creativity in the English Language Classroom. London: British Council.Marsh, H. W. (2007). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. London: British Psychological Society.Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.Mills, G.E. (2011). Action Research: A Guide for the Teacher Researcher. 4th Edition, Pearson, London.Ministerio de cultura. (2022). Plan Nacional de Cultura 2022-2032. BogotáMinisterio de Educación Nacional. (2016). Derechos Básicos de Aprendizaje. Bogotá D.C.Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. Bogotá D.C.Mulcahey, C. (2009). The story in the picture: Inquiry and artmaking with young children. New York, Teachers College Press.Neuman, L. W. (2011). Social research methods: Qualitative and quantitative approaches (7th ed.). Boston, MA: Allyn and Bacon.Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. New York. Routledge/Taylor & Francis Group.Palomo del Blanco, M. (2014. EL AUTOCONCEPTO Y LA MOTIVACIÓN ESCOLAR: UNA REVISIÓN BIBLIOGRÁFICA. International Journal of Developmental and Educational Psychology, vol. 6, núm. 1, 2014, pp. 221-228. Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia, Adolescencia y Mayores Badajoz, España.Ramirez, L. Buendía, L (2023). Impact of PBL and teacher immediacy in Primary School EFL Students’ Speaking Skills. Bogotá. Universidad del Bosque.Reason, P. and Bradbury, H. (2006). Handbook of Action Research. Sage, London.Rivas, P. Torres, N. Valencia, L. (2018). The use of visual arts as a strategy to teach vocabulary in Second grade at the public school La Julita, sede Providencia. Pereira. Universidad Tecnológica de PereiraRoldán, M. J. (2018). La importancia del arte para los niños pequeños. Guía infantilRosas, L. C. (2018). Music videos and writing process in English as self-concept exploration and expression strategies for A2 adolescent learners at a public school. Universidad Pedagógica Nacional. Recuperado de: http://hdl.handle.net/20.500.12209/10365.Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning.Schunk, D. H., & Pajares, F. (2009). Self-Efficacy Theory. In K. R. Wenzel, & A. Wigfield (Eds.), Handbook of Motivation at School (pp. 35-53). Routledge/Taylor & Francis Group.Schmitt, N., & Schmitt, D. (2020). Vocabulary in Language Teaching (2nd ed.). Cambridge: Cambridge University Press.Tassoni, P. (2016). BTEC National Children's Play, Learning, and Development Student Book. London: Pearson Education.Vaca, A. (2016). Promoting Speaking Skills in an EFL Classroom through Projectbased Learning: A Way to Involve Learners in Participatory Classes. Universidad Distrital Francisco José de Caldas.Webb, S. (2005). “Receptive and productive vocabulary learning”.Studies in Second Language Acquisition, 28: 46-65.Weida, C. (2015). Teaching Artists and the Craft of Handmade Books. Teaching Artist Journal, v13 n1 p5-13.Whitehead, J, & McNiff, J. (2006). Action research. SAGE Publications, Ltd. https://doi.org/10.4135/9781849208536Yu, M. & Smith, S. M. (2021). Grounded theory: A guide for a new generation of researchers. 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