Màster universitari en Formació del Professorat d’Educació Secundària Obligatòria, Batxillerat, Formació Professional i Ensenyament d’Idiomes
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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]
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- ItemOpen AccessAcompanyar per avaluar. L’impacte d’instruments i estratègies d’avaluació formadora en Ciències Socials. Intervenció educativa en un institut de secundària(2025) Sabaté Ros, AlexandreEn aquest treball, a través d’un estudi de cas, s’exposa i analitza l’impacte de la intervenció realitzada a la matèria de Ciències Socials en un grup de tercer d’ESO al llarg d’una Situació d’Aprenentatge en què s’han introduït instruments i estratègies d’avaluació formadora per promoure l’autoregulació de l’alumnat i l’aprenentatge significatiu. S’investiga la percepció inicial de l’alumnat sobre l’avaluació en el propi procés d’aprenentatge en Ciències Socials. L’estudi aporta evidències que la implementació d’instruments i estratègies d’avaluació formadora genera un impacte positiu en el procés d’aprenentatge en Ciències Socials.
- ItemOpen AccessEnhanced EFL Exposure in a Low-input Setting through Subtitled Media - Using Heartstopper in the ESO Classroom(2025) Pérez Amorós, NúriaThis final master’s thesis investigates the use of subtitled English-language media as a pedagogical tool in the English as a Foreign Language (EFL) curriculum at INS Joan Oró, a high school in Lleida, Catalonia. It addresses the gap between formal instruction and students’ English Language Competency (ELC), particularly in listening skills, within an input-poor environment. Grounded in Second Language Acquisition (SLA) research, particularly Krashen’s Monitor Model (1982), and supported by the Catalan curriculum (2022) and psychopedagogical theories from Vygotsky and Mercer, this innovative proposal integrates authentic audiovisual content into formal instruction to increase student exposure to the Foreign Language (FL). A proposal for a year-long implementation plan for 1st ESO (Compulsory Secondary Education) students is presented and validated by an expert, highlighting the potential of audiovisual translation (AVT) to enhance second language (L2) acquisition, intercultural awareness, and learner engagement.
- ItemOpen AccessEnhancing High School Students’ Self-Concept Through EFL Activities: A Pathway to Motivation and Personal Growth(2025) Monfort Porta, IsauraThis master’s thesis proposes an innovative approach to develop students’ self-concept in the English as a Foreign Language (EFL) class among 4th ESO students in the Catalan educational system. It investigates the role of self-concept in the EFL classroom and how students’ self-perception influences motivation, engagement, and academic achievement, highlighting the importance of fostering a positive self-concept through supportive and reflective activities. To aid students in their identity empowerment work, the proposal invites them to create an exhibition in the school hall exposing their real selves in confrontation to their online image, fostering honest self-expression and peer recognition. Through a series of scaffolded activities that include image theatre and reflective writing, students are provided with meaningful opportunities to reflect on their self-image and how they are seen by others, using English as a medium of expression. This thesis addresses the necessity of incorporating activities to develop students’ self-concept and its potential impact on both their L2 and personal development.
- ItemOpen AccessFostering plurilingual competences through Integrated Language Treatment: A proposal for transforming language teaching practices at a secondary education institution in Catalonia(2025) Lacasa Cervelló, LaiaDespite the innovative potential of plurilingual pedagogies, classroom practices often remain disconnected from research-informed insights. This is evident at a Catalan public secondary school, where institutional goals of fostering plurilingual competence contrast with fragmented and uncoordinated language teaching practices. The present thesis proposes a context-sensitive framework for the implementation of Integrated Language Treatment (ILT) at INS Maria Rúbies, by strengthening teacher collaboration and establishing a unified pedagogical line. Grounded in pedagogical translanguaging and reflective co-teaching, the present proposal emerges from a detailed institutional analysis and teacher feedback. It outlines a staged professional development programme culminating in a pilot ILT intervention with a group of 1 st of ESO students, led by early adopters from the language departments. The intervention envisions the co-design and co-teaching, by participating teachers, of a set of didactic sequences—or an integrated communicative language project—and encourages peer observation and collaborative reflection. While acknowledging challenges such as teacher resistance, limited resources, and the need for strong institutional support, this thesis presents a feasible and scalable roadmap for integrated plurilingual language education.
- ItemOpen AccessPodcast-making to enhance speaking skills in Second Language Acquisition: a pedagogical intervention(2025) Bartolotta, SilviaThis master’s thesis explores the didactic potential of podcast-making as an innovative projectbased learning (PBL) intervention aimed at enhancing speaking fluency, fostering collaboration and promoting cross-departmental engagement at the Escola Oficial d’Idiomes of Lleida. Framed within the context of adult education, the Radio EOI 100+ initiative involved students from multiple language departments in the co-production of thematic podcasts aligned with CEFR levels and institutional syllabi. Rooted in communicative, student-centered pedagogy, the intervention addresses the need for meaningful oral practice beyond certification-driven tasks. Through rolebased collaboration and the use of professional audio tools, learners developed oral competence in authentic and motivating contexts. Qualitative and quantitative data collection reveal improvements in fluency, confidence and learner engagement, as well as increased digital and intercultural competence. These findings suggest that podcast-making can serve as a powerful tool to support Second Language Acquisition (SLA) while fostering a sense of community and learner agency in plurilingual educational settings.