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Transcript of Pedagogical research presentation
Universidad dela Amazonia
PEDAGOGICAL RESEARCH AND
TEACHING PRACTICE IN THE
ENGLISH PROGRAM AT THE
UNIVERSITY OF AMAZONIA
SILVIA LUCIA MOLINA HIGUERA
Florencia Caquetá: December 17th, 2010 1
GENERAL ASPECTS
The University of Amazonia is a high educational
institute that leads the qualification of professional
people in different programs according to the regional
necessities to contribute to the general development of
the region. Therefore, the English learning as a
Foreign Language is a national and a regional
necessity due to the last regulations established by
Ministry of Education for hight education.
(MEN, Resolution 5443, 2010)
Florencia Caquetá: December 17th, 2010 2
* The English program is pertinent and relevant for the Amazonic Region since it trains new professionals in English.
* The majority of English teachers at school does not hold a degree in English. However, nowadays the alumni
from the English Program are working and enhancing the English teaching practices at schools.
Florencia Caquetá: December 17th, 2010 3
GENERAL ASPECTS
* An essencial part of being a teacher is to develop pedagogical research to improve the teaching practice.
* Hence, Pedagogical Research and Teaching Practice are essential courses to train student teachers in their training as professionals not only in the use of the English language also in their performance as new teachers.
Florencia Caquetá: December 17th, 2010 4
GENERAL ASPECTS
General Objective (ELT Program)
To generate in students a consciousness toward the
observation, inquiry and reflection about the English teaching
and the learning practices in other teachers as in themselves.
Florencia Caquetá: December 17th, 2010 5
RESEARCH
Pedagogical Research I
Pedagogical Research II
PEDAGOGICAL RESEARCH
Research Structure (Stages)
Taken from: Qualifying Register Presentation from the English Program 2010. Designed by: M.A. Erika P. Cuéllar
PEDAGOGICAL RESEARCH
PEDAGOGICAL RESEARCH
Taken from: Qualifying Register Presentation from the English Program 2010. Designed by: M.A. Erika P. Cuéllar
PEDAGOGICAL RESEARCH
Taken from: Qualifying Register Presentation from the English Program 2010. Designed by: M.A. Erika P. Cuéllar
• Context. School
Workshop
IV
• Pedagogical Research I
V• Pedagogical
Research II
VI
• Teaching Practice I
VII• Teaching Practice II
VIII
These courses involve a cross-curricular and an interdisciplinary approach in relation to the research as a common theme.
- Courses -
Florencia Caquetá: December 17th, 2010 10
PEDAGOGICAL RESEARCH
PEDAGOGICAL RESEARCH I
What is research? Which are the research
paradigms? Which are the types of
research? What is a research problem
and how to solve it? What are the different parts
of a research? Research design.
How people do a research Inform?
What are the research tools? How do people present a
statistics report? How to analyze a result?
PEDAGOGICAL RESEARCH II
Florencia Caquetá: December 17th, 2010 11
PEDAGOGICAL RESEARCH
EVALUATION: The main tool of evaluation is the pedagogical portfolio where
students should take into account different aspects such as the material that they use in the class, the material they look for, the reflection that they do about their course and their learning process, the protocols about the class, corrections, etc. Through the PP, teacher can evidence the students progress of the and their concern about the course.
METHODOLOGY: The course will be developed through a communicative and a
cooperative learning method where the different questions about research will be answered through teamwork, discussion panels, workshops, consult, tasks, presentations about investigations, observations, individual and group analysis, dynamics and videos.
Florencia Caquetá: December 17th, 2010 12
METHODOLOGY AND EVALUATION
Pedagogical research permits to improve the pedagogical practice of a teacher.
A teacher is a reflective person who is a permanet observator and evaluator of his own practice to improve it.
To be a teacher it is important to acquire some important bases about the teaching process and learning process. How to do it according with the experience and the practice.
TEACHING PRACTICE
Florencia Caquetá: December 17th, 2010 14
TEACHING PRACTICE
The best teaching practices are those that founded in research
with proven results.
From: http://www.primary-education-oasis.com Best Teaching Practices: Evidence-Based Teaching http://www.primary-education-oasis.com/best-teaching-practices.html#ixzz18Mrus2MI
Teaching Practice I
Teaching Practice II
TEACHING PRACTICE
Taken from: Qualifying Register Presentation from the English Program 2010. Designed by: M.A. Erika P. Cuéllar
TEACHING PRACTICE
TEACHING PRACTICE I TEACHING PRACTICE IILocalization and relation between the teacher-students and the place of work.
Initial observation (Description of the context and diagnosis of the teaching situation interest).
Initial observation (Description of the context and diagnosis of the teaching situation interest).
Overview about previous experiences, reflection and lesson planning.
Reflection and lesson planning. Teaching practice
Teaching practice Social Projection Proyects
Applied of the research propousal from Pedagogical Research.
Analysis, discussions, final report and presentations.
Discussions, final report and presentations.
Florencia Caquetá: December 17th, 2010 17
TEACHING PRACTICE
MethodologyThe courses is mainly reflective on authentic teaching practice. Students will develop some different activities which help them to understand and comprehend the teaching and learning process besides demonstrate their autonomous reflections and thinking about the teaching and learning processes, through observation, presentation of reflective micro-teachings, discussions, projects, clubs, PP, reading reflections, lesson plans, panels, presentations, videos, material design.
Evaluation
Every activity students develop during the course, taking into account the effort, the active participation, the interest, their ability to reflect about their own practice and their observations reflecting in the Pedagogical Portfolio.
Florencia Caquetá: December 17th, 2010 18
TEACHING PRACTICE
Florencia Caquetá: December 17th, 2010 19
BILINGUAL UNIVERSITY: RESEARCH PROJECT
ANTECEDENTS
The Initial Idea emerged from a discussion between the Coordinator of Qualify register Jose Ramón Martinez, the Language Center Director and the a Teacher from Agroecological Ingeneer at the University of Amazonia, about the necessity of developing in the general students population at the university of a second language in this case the English.
GENERAL OBJECTIVE
Elaborate and Implement the Institutional Bilingual Plan to the Univerrsity of Amazonia.
Florencia Caquetá: December 17th, 2010 20
BILINGUAL UNIVERSITY: RESEARCH PROJECT
ESPECIFIC OBJECTIVES• Reactivate the research group ESIT (English Students
Investigating teaching).• Ask by conceptions about the language at the University of
Amazonia through research tool as interviews and surveys.• Establish parameters about the Bilingualism Plan for its final
elaboration.• Elaborate the Bilingualism Plan to the University of Amazonia and
presents it with the University directives.• Regulate the Bilingualism Institutional Plan and implement it at
the University.• Elaboration and presentation of the final report about the
research process.
Pedagogical
Research
Teaching Practice
Bilingual Universi
ty
Florencia Caquetá: December 17th, 2010 21
CROSS-CURRICULAR AND INTERACTION
BILINGUAL UNIVERSITY: RESEARCH PROJECT
ESIT
Expected Results:
To improve levels of English Language in 80% of the students, teachers and administrative workers at the University of Amazonia.
Establish institutional policies about bilingualism through the Bilingualism Institutional Plan.
Contribute from the University of Amazonia to the MEN goals of a Bilingual Colombia.
BILINGUAL UNIVERSITY: RESEARCH PROJECT
Florencia Caquetá: December 17th, 2010 24
TEACHING PRACTICE
[Critical thinking is a] desire to seek, patience to doubt,
fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every
kind of imposture. ~ Francis Bacon (1605)