Browsing by Author "Cabrera Tenecela, Homero Patricio"

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Ambiente de aprendizaje en el hogar, instrucción materna y desempeño numérico temprano
(2017) Cabrera Tenecela, Homero Patricio
Even before the start of formal schooling, there are large individual differences in children’s numerical performance, however, the knowledge about the mechanisms through which young children develop numerical abilities is limited. Certain contextual characteristics surrounding the children, including the home learning environment and the mother’s education, have been associated with children’s numerical performance. Research on this topic has been conducted mostly in developed countries, which makes the generality of those findings for developing countries, an open question. The aim of the present study was to examine the relations between the home learning environment and the mother’s education and the numerical abilities of first-grade children. A total of 176 cuencano children from public and private schools participated in the study. The results indicate that certain characteristics of the home environment, such as the numerical and literacy activities that parents perform with their children, are not related to the numerical performance of the children. However, the number of books for children available in the home is predictively related to their numerical performance. Similarly, the level of maternal education has a predictive relationship with children ́s numerical performance.
An exploration of EFL teaching practices in light of teachers' language proficiency
(2021) Fajardo Dack, Tammy Mercedes; Cabrera Tenecela, Homero Patricio; Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia
The influence of target language proficiency on language teaching practices is not a new area of research; nevertheless, there is still lack of knowledge since some research results have yield weak and inconclusive findings in different contexts. This research examines the relationship between EFL teachers' language proficiency and their teaching practices. An explanatory sequential mixed-methods design was followed and two data collection instruments were used: an English proficiency test, to determine the EFL teachers' proficiency level and a class observation scheme, to record instructional practices of seventeen EFL teachers systematically. The percentage of time spent on the different categories of the first part of the scheme and proportions of each category of the second part of the scheme were calculated to perform a Spearman correlation test. After that, a qualitative analysis of the teaching practices was conducted in order to get a deeper understanding of the quantitative data. The results indicate that higher proficient teachers provide better quality of input and feedback and are better models for learners; however, a direct influence on classroom management was not found. An equal focus on pedagogy and methodology instruction as well as on target language improvement is suggested for EFL teacher education programs.
Analysis of english teachers' perceptions related to strategies studied in a in-service course in Cuenca
(2015) Cabrera Tenecela, Homero Patricio; Calle Calle, Ana María
This study describes the English Public High School Teachers’ perceptions related to strategies studied in an in-service training in Cuenca during the year 2012 by a research group of the Philosophy Faculty of the University of Cuenca. As a follow up, the same research group started a project in 2014 in order to analyze the impact of this training program. This is the framework of the present study. It is based on the exploratory level of researching. The instrument of the research was a personal interview with ten teachers that participated in the in-service course. The software Atlas ti analyzed the interviews. Fourteen hermeneutical codes were identified, grouped into four different families: communicative strategies, significant knowledge, perceptions of needs, and inconsistencies. All of the family codes have something relating to the Task Based Learning Teaching (TBLT), hence the generation of an outcome.Here, “outcome” has the specific meaning of a product of communication of students. An important finding is that most of the teachers remember explicitly nine communicative strategies and half of the teachers are using the outcome as the major aim of their classes. The results show teacher’s positive perceptions regarding the in-service training program, even after two years from when the training ended.
Desarrollo de pensamiento crítico de estudiantes rurales en los tres niveles de bachillerato de las parroquias Javier Loyola y Solano
(Universidad de Cuenca, 2022-08-10) Tinizhañay Yungaicela, René Marcelo; Cabrera Tenecela, Homero Patricio
This study aims to know the level of critical thinking in high school students from the rural sector in the Ecuadorian highlands, as well as its correlation between critical thinking dimensions and school grade levels. The importance of developing critical thinking lies in the need to train high school students with a critical spirit, who know how to discern in the face of the avalanche of information contained in virtual networks; this through the exercise of reasoning and reflection, prior to decision-making and problem solving. The methodology used is quantitative, non-experimental, cross-sectional and descriptive in scope; the population is 129 students in the three high school levels of two educational units. For the data investigation, two instruments were coupled and merged: The Individual Generic Competences Questionnaire (CCGI), which inquires about the self-perception of critical thinking (disposition) and the Thinking Skills Test (PHP), which is applied in the reasoning processes. The results show a basic level of thought development, as well as significant differences between the dimensions disposition and reasoning processes, respectively; on the other hand, no correlation was demonstrated between school grade levels.
El impacto de la capacitación a profesores de inglés de Cuenca
(2015) Argudo Serrano, Juanita Catalina; León Vélez, María Verónica; Calle Calle, María Daniela; Cabrera Tenecela, Homero Patricio; Calle Calle, Ana María
It is known that teachers’ beliefs guide their professional practices (Borg, 2011). However, it has not been studied how professional development affects teaching practices. Few studies have been conducted about the influence of training or professional development in English teachers. This study aims to determine the impact of training regarding communicative strategies in the English classroom. Twelve public teachers were trained on communicative strategies attending a course2of 110 hours and working individually about 20 extra hours. These teachers are the subjects of this research. A quasi-experimental longitudinal research was conducted. A pre-observation was conducted before the training. Immediately after the training, a post-observation was implemented. Finally a re-observation was developed after two years of the completion of the intensive ECTS training. The results show significant changes in the post-observation, but these changes are not the same in the re-observation. It is suggested to organize continuously professional development programs.
English proficiency and learner individual differences: a study of pre-service EFL student-teachers
(2019) Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina; Fajardo Dack, Tammy Mercedes; Cabrera Tenecela, Homero Patricio
This study examines the relationship between individual factors such as age, learning opportunities, and motivation and English language proficiency of pre-service EFL student-teachers. A background questionnaire and an English proficiency test were given to 121 student-teachers. The results revealed that the majority of participants have a low English proficiency which is not likely to improve at the end of the teaching program and that third language learning as well as integrative motivation are strong predictors of language proficiency. Qualitatively, respondents described their reasons for having English language difficulties and for their integrative and instrumental motivation, which complemented the quantitative data. Suggestions for pedagogical practice that might improve the situation are given.
Factores que inciden en el rendimiento académico en los primeros años de los estudiantes de la Universidad de Cuenca, Ecuador
(2023) Verdugo Guamán, María Eugenia; Escudero Durán, María Lorena; Cabrera Tenecela, Homero Patricio; Cabrera Ortiz, Freddy Patricio
A sequential mixed study was applied to identify factors inherent to teachers and college students that influence academic performance and recognize some expectations about high school graduates who enter university. We worked with the performance results of the first semester of 1314 students from the University of Cuenca. An interview or focus group was conducted with 24 students, 25 high school teachers, 33 college professors, and five experts. We worked with a performance matrix classified according to the types of establishment, age, and gender of the students. The qualitative analysis was made with questionnaires validated by experts and adapted to each educational actor. The results allowed us to identify better performance among students from private education than public education. The female gender performs better than the male gender, and there are no differences according to age. Among the factors of teachers, their pedagogical and didactic profile stands out as a condition for obtaining better performance. Finally, the university has expectations of new students with critical thinking, reading comprehension, logical-mathematical ability, and research capacity
Promoción de habilidades metacognitivas en la práctica docente del Bachillerato General Unificado en establecimientos públicos de Cuenca
(Universidad de Cuenca, 2022-02-03) Zhunio Falcones, Sonia Elizabeth; Cabrera Tenecela, Homero Patricio
Metacognition is a higher order process that allows knowing one's own cognition and the regulation of this cognition. Studies evaluating the promotion of metacognition based on the types of high school offered by the Ecuadorian curriculum are unknown. This study has the purpose of evaluating the promotion of metacognitive skills in the teaching practice of the Unified General Baccalaureate (BGU) in public establishments in Cuenca. For this, a study carried out in 131 teachers, 92 from the Baccalaureate in Sciences (BCC) and 39 from the Technical Baccalaureate (BTE) was applied using the instrument called the Teaching Intervention Scale Oriented to the Promotion of Metacognition in the Classroom (EIDOPMA). According to the results, the dimension of knowledge of cognition has a high level that is located above the dimension of regulation. When comparing the promotion of metacognitive skills, it was found that the promotion of knowledge of cognition is similar in teachers of the two types of high school, however, the promotion of regulation is higher in teachers of the BCC than in teachers of the BTE. It is concluded that the promotion of the regulation of cognition is more akin to the BCC curriculum than to that of the BTE, particularly in planning and monitoring strategies, due to the variation in the didactic strategies of microcurricular planning.
Rasgos existencialistas en la literatura de Gabriel García Márquez
(2008) Cabrera Tenecela, Homero Patricio; Vega Delgado, José
Rendimiento académico universitario, según el modelo de bachillerato por especialidades y el bachillerato general unificado del Ecuador, estudio de caso en la Universidad de Cuenca 2012-2018
(2022) Cabrera Ortiz, Freddy Patricio; Verdugo Guamán, María Eugenia; Cabrera Tenecela, Homero Patricio; Escudero Durán, María Lorena; Franco Pombo, Mónica Rebeca
This study aroused with the purpose of comparing the performance averages obtained by the students who attended the frst semester in the 2016-2018 cohorts of the Unifed General Baccalaureate and those who entered the 2012-2013 cohorts of the Specialty Baccalaureate, by taking into account the admission and leveling processes started in 2012. A mixed methodology was applied to a probabilistic sample of 636 records for the frst cohort which belonged to the Specialty Baccalaureate (ESB) and 678 records for the cohort of the Unifed General Baccalaureate (UGB). The sample had an allocation of three years of study per each cohort. The results show that there are signifcant diferences with a better performance in the case of the UBG. A positive infuence of the leveling processes was also found. A tendency to improve performance was observed, especially in social sciences programs. The qualitative evidence presents divided opinions about the admission and leveling processes. The experts suppose an advance of the UGB that is not necessarily revealed in student´s performance in the frst university years due to the disconnection between the baccalaureate and higher education
Students’ perceptions on their EFL teacher efficacy: a study on EFL teachers' language proficiency and their self-efficacy
(2021) Argudo Serrano, Juanita Catalina; Cabrera Tenecela, Homero Patricio; Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia
Recent research has shown the increasing number of non-native English-speaking teachers (NNEST) around the world. Research has also considered different attributes these teachers need to have in order to be effective in their professional practices. In this light, this study examines the relationship between NNEST’s language proficiency and their sense of self-efficacy in relation to students’ perceptions about teacher efficacy in three different dimensions: Efficacy for instructional strategies, efficacy for classroom management, and efficacy for student engagement. A correlational quantitative design was used in which six private high schools from Cuenca, Ecuador, participated. Seventeen teachers from these schools were requested to provide an English proficiency certificate and respond to a self-efficacy survey. In the meantime, their 661 students completed a teacher’s efficacy survey. The results revealed that although there are teachers who have a good level of language proficiency, according to their students, it is not necessarily an indicator of efficacy in their practices. Suggestions for further research that might help to explain the current situation are given.
Students’ views about instructional practices of traditional, PPP, and task oriented teachers
(2019) Calle Calle, Ana María; Calle Calle, María Daniela; Cabrera Tenecela, Homero Patricio; León Vélez, María Verónica
This study intends to explore student beliefs regarding the usefulness of their teachers’ instructional practices and compare them with a categorization of their teachers’ profiles. A questionnaire with 4 close questions and 3 open questions including topics such as pair and group work, students’ interest, usefulness of the material and content, the best and least useful aspects of the class and suggestions to improve it was administered to 481 high school students of a southern city of Ecuador; also 18 high school teachers were observed delivering one lesson. Using the information gathered from students’ questionnaires, a 481 data matrix was constructed relating it to the 18 teachers’ profiles. In addition, a descriptive analysis was carried out and a comparison between the observers’ and the students’ criteria for the first four closed questions was conducted. For the open questions, the answers were categorized according to the usefulness of three elements: grammar, content, and methodology. Results showed that students favored modern EFL pedagogy. Task Based Learning Teaching (TBLT) and Presentation-Practice Production (PPP) methods were considered as the most accepted methodologies; notwithstanding, traditional methodology was considered as the least effective one. A model was constructed which allowed us to point out the relevance of pair work, content, and methodology, so if these factors occur in teacher practices, it can be inferred that a teacher is closer to a TBLT profile.