Pedagogical Practice at UNAD

1. Pedagogical
Practice at
UNAD
Student: Yesica Tocagón Hinojosa
Group: 35
Teacher:Jessica Del Socorro García
Cardona

2. Purpose
This presentation outlines key aspects of pedagogical and
educational practices for teaching students based on the
provided documents. It covers the definition, importance,
participant observation practices, practice hour distribution,
rights and duties, contact information, principles of action,
regulations, and assessment.

3. Definition and Importance
 Pedagogical practice is a curricular component that allows
students to apply knowledge and develop teaching skills
through activities in real educational settings.
 Pedagogical and educational practices are critical spaces
for teaching students to develop competencies through
reflection on teaching actions.
 They allow students to learn in contextualized realities,
reflect on them, act to generate situations that develop
professional competencies.

4. Definition of a participant
observation practice
 Participant observation is developed in relation to a specific object of study, whose
characteristic is that the teaching student who observes collects information in the
natural environment of the observed object by interacting with the educational
community.
 It becomes a participatory method of data collection that involves interacting with
the phenomena and/or events that are observed.
 In addition to being an information gathering strategy in the School of Education
Sciences, participant observation becomes a strategy for recognizing contexts, social
and cultural processes that structure teaching tasks from the critical reflection of
pedagogical and educational practice in natural scenarios.
 It allows teaching students to describe and interpret realities in a natural way,
contributing to the approximation of future graduates with the observed subjects.

5. Distribution of practice
hours within the course
 Practice hours are adjusted to the evaluation phases, activities, and lesson plans established
in each course syllabus, activity guides, and practical component guides.
 The time allocated for the practical component is proposed in each course through these
guides, and the activities to be carried out at the practice scenario.
 Practice pedagogy and education is developed from the intermediate evaluation phase
onwards in the courses. Therefore, the teaching student must be aware of the theoretical-
practical articulation of the evaluation moments at the practice scenario.
 For the approval of the courses in the pedagogical and educational practice curriculum, the
teaching student must comply with the activities established in the course activity guides and
complete the number of hours established per course at the assigned practice scenario.
 The monitoring and traceability formats are an integral part of assessing the teaching
student's performance at the practice scenario and must be presented and validated.
 The distribution of hours must consider the planning established at the beginning of the
course according to its evaluation phases. Hours cannot be condensed but rather developed
across the course duration.

6. Rigths and duties
Rights Duties
 To be treated with dignity in all academic
spaces.
 To receive a pertinent practice scenario
assignment based on their needs and
fulfilling the requirements in the
regulations.
 To receive accompaniment and support from
the academic network for adaptation and
performance during the practice period.
 To receive certification of their practical
exercise, to be recognized as professional
experience.
 To read and understand the practice
guidelines document.
 To responsibly complete the administrative
preparation of the practice.
 To maintain assertive, pertinent, and
constant communication with the practice
scenario, accompanying teacher, and titular
teacher.
 To comply with the schedules, activities, and
hours established in the practice work plan.
 To prepare sessions, interventions, formative
research, and established days with quality
and anticipation.
 To participate actively in the practical
sessions at the assigned scenario.
 To inform practice leaders of any change in
geolocation due to special situations.

7. The emails to contact the
leaders in charge of the
practice
Contact practice leaders at:
practicas.pedagogicas@unad.edu.co

8. Main key points of the
principles of action
 Integrality of teaching practice - Students represent UNAD and the School of
Education Sciences during their practices, so exemplary behavior is expected.
 Dialogue between educational actors - Privilege assertive, purposeful, and
respectful dialogue when there are disagreements with any member of the
educational community.
 Promotion of protective environments - Promote scenarios free of all
discrimination and risky situations for children and adolescents during
practices.
 Respect for differences - Adapt teaching strategies, resources, and
mediations observing the different training levels, capacities, and
expectations of people.
 Excellence in service - Be aware of the enormous responsibility involved in
teaching, demonstrating work, dedication, and respect for the profession.

9. Main key points of the
chapter VII
Chapter VII covers developing, monitoring, and evaluating pedagogical practices.
Practice scenarios can be face-to-face or virtual. The School has nationwide
agreements and virtual scenarios. The academic network includes leaders and
teachers with defined accompaniment responsibilities. Synchronous strategies involve
in-person and virtual videoconferencing sessions for guidance and feedback.
Monitoring formats like work plans and logs are mandatory to assess performance and
validate practices. Students must participate in mandatory ESAPEC accompaniment
sessions scheduled in courses as part of the evaluation. The practice simulator allows
simulated teaching practices to strengthen competencies applied later in the field. Its
use is mandatory. Students have rights like dignified treatment and practice
certification. Duties include reading guidelines, preparing sessions, and maintaining
communication. Certification is provided on request after completing the curriculum
to recognize the experience as professional practice. The chapter establishes
guidelines for developing, monitoring, and assessing practices to ensure students
acquire expected teaching competencies.

10. Assessment Activity
1. What is the main purpose of pedagogical and
educational practices?
a) To develop theoretical knowledge
b) To reflect on teaching actions
c) To learn about administrative processes
d) To understand virtual education
2. Which practice allows teacher trainees to collect
information by interacting with the educational
community?
a) Inquiry practice
b) Immersion practice
c) Participant observation practice
d) Evaluation practice
3. When should the practice hours described in course
planning guides be developed?
a) At the end of the course
b) During the first few weeks
c) According to the evaluation phases
d) In a condensed period
4. What is one of the main duties of teaching students
during practice?
a) Questioning activities
b) Selecting the scenario
c) Maintaining communication
d) Missing sessions
5. What is the purpose of the practice simulator?
a) To understand regulations
b) To develop theoretical knowledge
c) To provide entertainment
d) To strengthen competencies for practice

11. Conclusions
 Pedagogical and educational practices are critical for
developing teaching competencies through situated
learning.
 Key aspects include the definition, observation practices,
hour distribution, rights and duties, contact information,
principles of action, and regulations.