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)


* 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.


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.


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.


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






• 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 -



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



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.


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


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

http://www.primary-education-oasis.com/best-teaching-practices.html

http://www.primary-education-oasis.com/best-teaching-practices.html

Teaching Practice I

Teaching Practice II

TEACHING PRACTICE


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.


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.


TEACHING PRACTICE


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.



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


CROSS-CURRICULAR AND INTERACTION


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.



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)