Project-based learning to develop reading comprehension in English in teacher trainees of “Nuestra Señora de Chota” Higher Pedagogical Institute
Aprendizaje basado en proyectos para desarrollar la comprensión lectora en inglés en profesores en formación del Instituto Superior Pedagógico “Nuestra Señora de Chota”
DOI:
https://doi.org/10.56712/latam.v5i2.1994Palabras clave:
didactic proposal, project-based learning, reading comprehensionResumen
One of the biggest problems presented by the teacher trainees in the professional career of Languages, Specialty of English of Nuestra Señora de Chota Higher Pedagogical Institute was the low levels of reading comprehension in English. For this reason, the general objective of this research was to create a didactic proposal based on project-based learning to develop reading comprehension in English at the literal and inferential levels in the teacher trainees of Nuestra Señora de Chota Higher Pedagogical Institute, located in the province of Chota. This study adopted a quantitative approach with a descriptive – propositional design, using the pedagogical test as a technique and the objective test as a data collection instrument; The study sample was made up of 18 teacher trainees of the fourth year of the professional career of Languages, specialty of English of the same institution. As a result of the study, it was revealed that after applying the objective test, a vast majority of teacher trainees (77.78%) were at the start level; However, a very low proportion (16.6%) were at the in-progress level, a minimum proportion (5.56%) were at the accomplished level and there were no students (0%) at the outstanding level regarding the development of reading comprehension in English in its literal and inferential dimensions at an intermediate level (B1); In conclusion, given these alarming results, a didactic proposal was created based on project-based learning to develop reading comprehension in English, which was validated through expert judgment.
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