Knowledge integrating project Universidad Nacional de Loja

1. I
UNIVERSIDAD NACIONAL DE LOJA
FACULTAD DE LA EDUCACIÓN, EL ARTE Y LA COMUNICACIÓN
CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y
EXTRANJEROS
KNOWLEDGE INTEGRATING PROJECT
CYCLE III
THEME:
CHARACTERIZATION OF THE TEACHER PROFESSIONAL CONTEXT
AUTHORS:
JOCELYN LOJAN
DIANA PINZÓN
ANABELA TORRES
ROOSBELTH VALAREZO
NAOMY VALLADAREZ
ADVISOR:
MG. SC. ADRIANA ELIZABETH CANGO PATIÑO
LOJA – ECUADOR
2021

2. II
Index
Cover Page……………………………………………………………….……………………………..………..I
Index..........................................................................................................................................II
Abstract....................................................................................................................................III
Resumen.................................................................................................................................. IV
Introduction............................................................................................................................. VI
Theoretical framework...............................................................................................................1
1. EFL curriculum 2016 – 2017...............................................................................................1
1.1 Goals of EFL curriculum ..................................................................................................1
1.2 Core principles..................................................................................................................1
2. English teacher profile.........................................................................................................2
2.1 Teacher professional development ...................................................................................3
2.2 Professional competence of teachers ................................................................................3
2.2.2 Affective-motivational characteristics..............................................................................5
3. Ecuadorian in-service English teacher standards.................................................................6
3.1 Domains............................................................................................................................7
3.1.1 Language...........................................................................................................................7
3.1.2 Culture...............................................................................................................................7
3.1.3 Curriculum development ..................................................................................................8
3.1.4 Assessment........................................................................................................................8
3.1.5 Professionalism and ethical commitment .........................................................................9
Results......................................................................................................................................10
Conclusions..............................................................................................................................20
Annexes....................................................................................................................................22
Bibliographic references ..........................................................................................................26

3. III
Abstract
This project is part of the curriculum of cycle three of the language pedagogy career, which reviews
the role of the English educator in a public school. The objective of this project was to observe and
analyse the teaching practice of an in-service English teacher in order to characterize it according
to national standards, the Ecuadorian EFL curriculum, professional requirements and the
responsibilities that a teacher must develop in the labour field. The participants of this study were
an expert teacher and high school students. The data collection instruments included observation
guides and field notes that facilitated the identification of the five educational domains. Therefore,
the data analysis showed that the teacher works in accordance with the five domains,
demonstrating professionalism in the service of teaching. In conclusion, the teacher complied with
the different characteristics of the English teacher profile mentioned in the theoretical framework,
in addition, the educator is aware that professional preparation, theoretical and practical
knowledge, are necessary for a teacher to be able to teach English as a foreign language. Therefore,
this work supported the reflection of the trainee teachers on their future professional practice.
Key words: teacher, teaching, curriculum, standards, domains, teacher professional profile.

4. IV
Resumen
Este proyecto forma parte del plan de estudios del ciclo tres de la carrera de pedagogía en idiomas,
en el que se revisa el rol del educador de inglés en una escuela pública. El objetivo de este proyecto
fue observar y analizar la práctica docente de un profesor de inglés en servicio para caracterizarla
de acuerdo a los estándares nacionales, el currículo ecuatoriano de EFL, los requerimientos
profesionales y las responsabilidades que debe desarrollar un profesor en el campo laboral. Los
participantes de este estudio fueron un profesor experto y estudiantes de secundaria. Los
instrumentos de recolección de datos incluyeron guías de observación y notas de campo que
facilitaron la identificación de los cinco dominios educativos. Por lo tanto, el análisis de los datos
mostró que el profesor trabaja de acuerdo con los cinco dominios, demostrando profesionalidad al
servicio de la enseñanza. En conclusión, la profesora cumplió con las diferentes características del
perfil del profesor de inglés mencionadas en el marco teórico, además, la educadora es consciente
de que la preparación profesional, los conocimientos teóricos y prácticos, son necesarios para que
un profesor pueda enseñar inglés como lengua extranjera. Por lo tanto, este trabajo apoyó la
reflexión de los profesores en formación sobre su futura práctica profesional.
Palabras clave: docente, enseñanza, currículo, estándares, dominios, perfil profesional
docente.

5. V
Objectives
Observes and identifies the English teacher's profile, professional requirements, and
responsibilities that a teacher should develop in their labour.
Describes and contrasts the English teacher's profile, professional requirements, and
responsibilities with the theoretical references since an ethical.
Explains a general description of the English teacher's profile, professional requirements,
responsibilities, and the necessities to keep updated by the new teaching tendencies and civic
commitment in education.

6. VI
Introduction
The pre-professional practice helps the novice teachers to learn how to behave in the
working environment of their future profession as teachers. Therefore, the observation and
characterization of the professional teaching allow evidence what a teacher must meet as an entity
of education for learners, by the practice of values, participation, student support, how to manage
the class, what type of teaching is used to reach the understanding of students, among others. Thus,
to make a correct observation, novice teachers acquire the knowledge of different topics covered
in this project, which will help them to make a proper observation in the appropriate areas on the
professional profile of the teacher.
The main objective of this research is to obtain a general description of the professional
teaching context in order to know what we have to expect as future professional teachers.
Moreover, this practice aims to observe and identify the English teacher's profile, professional
requirements and responsibilities that a teacher should develop in them labour field and reflect
about advocacy; to describe and contrast the English teacher's profile, professional requirements
and responsibilities with the theoretical references since an ethical point of view; to explain a
general description of the English teacher's profile, professional requirements, responsibilities and
the necessities to keep updated according to the new teaching tendencies and civic commitment in
education. Therefore, as beginners to teachers, we expect to observe and evidence that the teacher
successfully meets all the requirements established in the EFL curriculum and in Ecuadorian in-
service English teacher Standards.
Following, the collection of the data was gathering using observations and ethnographic
sheets, for that, the five main domains of the Ecuadorian in-service English teaching standards
were taken into account to make the indicators that help us to observe and thus, obtain accurate

7. VII
results, these observations were supported by the ethnographic sheet in which extra annotations
were made. These sheets were applied to a teacher and thirty-six students from six courses, filling
a total of 20 hours of observation assigned by the guide tutor of the university students who had
the role of observer.
The results of the observation were made by means of percentages through the different
indicators of each of the five domains of the English Standards. Thus, the following results were
obtained; Language (80%), the teacher made use of language and collaborative work for better
learning, literacy and performance of students in class; Culture (87%), the learning of Ecuadorian
culture was encouraged and spaces were provided to talk about cultural diversity and promote
respect for it; Curricular Development (90%), the teaching performance with respect to this
domain was impeccable, observing didactic classes with different materials and technological use
for complete learning; Evaluation (90%), evaluations were based mostly on the students' speaking
skills, listening to their oral presentations, and correcting them individually and personally;
Professionalism and Ethical Commitment (95%), the teacher always attended to the students' needs
empathetically, demonstrating that he has a vocation for his profession.
The present project of integration of knowledge includes the introduction which gives a
brief overview, the theoretical framework describes different topics related to the teacher and
teaching: the EFL Curriculum, the goals, core principles, English teacher profile that indicates that
the vocation and training of the teacher must be taken into account, teacher professional
development, competences of teachers, Ecuadorian in-service English teacher standards, finally
the results and conclusions that show us everything obtained after the observation, together with
the annexes, which are evidence that the respective observation and characterization of the teacher
was carried out.

8. 1
Theoretical framework
1. EFL curriculum 2016 – 2017
The Ministerio de Educación (2016) explains, that the English as a Foreign Language
Curriculum targets students in Basic General Education and Unified Baccalaureate, whose mother
tongue is not English; it provides a theoretical foundation and framework for learning English
while recognizing the authenticity, cultural and productive practices involved in learning about the
educational inclusion of learners. The program is designed for polyglot students and multilingual
speakers, including Spanish speakers and those who speak little or no Spanish.
1.1 Goals of EFL curriculum
The three main objectives of the English as a Foreign Language curriculum that the
Ministerio de Educación (2016) proposes are:
 Develop students' understanding of the world of other cultures and their own world
to convey their understanding and viewpoints to others through the English
language.
 Develop the personal, social, and intellectual skills needed to reach the potential of
effective participation in a globalized world run by the English language.
 Instil a love of language learning at an early age through positive and enjoyable
learning experiences that encourage students to continue their English language
studies.
1.2 Core principles
The Ministerio de Educación (2016) notes, that there are four core principles for the ELF
curriculum:

9. 2
 Communicative linguistic approach: language is first discovered as a method of
interaction and communication, rather than as a framework for memorizing
technical knowledge.
 Content and language integrated learning (CLIL): a version that is used to
combine language learning with the cultural and cognitive elements of learning, so
that language acquisition serves as an incentive for learners to improve.
 International standards: the program is mainly based on the stages and methods
of language learning and training diagnosed around the world.
 Thinking capabilities: learning English should contribute to improving thinking,
social and innovation skills, which are necessary for lifelong knowledge and
citizenship.
 Learner-targeted approach: coaching methodologies should reflect and respond
to the strengths and challenges of students, in order to help them motivate and
participate with knowledge.
2. English teacher profile
The profession of the English teacher is seen as one of the most transcendental and of great
importance for the development of any society, however, according to Páez (2001) knowing a
language does not qualify a person to teach it, the vocation and training of the teacher must be
taken into account. The teacher not only transmits knowledge, but also plays the role of educator
and trainer, which directly influences the formation of new generations.
In this sense, Páez (2001) explains, that the professional opts for a teacher profile that
works under a critical and reflective analysis, autonomous, flexible, to adapt to the reality of their
classrooms and the particularity of their students, and with their own capacity and initiative to

10. 3
propose pedagogical alternatives, relying on specific methodologies and special techniques that
promote the educational development of entities with social purposes.
2.1 Teacher professional development
Martínez and Juan de Dios (2011) note, that in quality education, the teacher is considered
as the facilitator of learning, mediator of the didactic act, who guides and orients the teaching-
learning process and who, as education professionals, needs to demonstrate a solid scientific
preparation and an intense pedagogical and didactic training. So that, development is the
construction of professional identity, which seeks to increase satisfaction in the exercise of the
profession, through a better understanding and improvement in professional competence.
Thus, Joyce (1980) describes, that professional development must meet three needs, the
social need for an effective and humane educational system capable of adapting to evolving social
needs the need to find ways to help the educational scam improve the personal, social and academic
potential of young people; and the need to develop and enhance the teacher's desire to live a
satisfying and stimulating personal life.
Moreover, Páez (2001) argues, that it should be emphasized that teacher training is based
on constant and long-lasting learning, since it should not be forgotten that in this profession, one
never stops learning for the benefit of the growth of their students and thus promote the talents and
potential.
2.2 Professional competence of teachers
The teacher as an individual is more than just a source of knowledge, the mastery of
teaching and learning can be achieved through skills, attitudes, and motivational variables. With
this in mind, Blömeke and Delaney (2012) propose, a model that identifies cognitive abilities and

11. 4
affective-motivational characteristics as the two main components of the professional competence
of a teacher.
2.2.1 Cognitive abilities
Gottfredson (1997) outlines, that cognitive abilities as a very general mental capability that
involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas,
learn quickly and learn from experience. Cognitive abilities are linked to teacher effectiveness,
and once teaching is effective it allows student learning.
2.2.1.1 Professional knowledge
A teacher's experience is rooted in theoretical knowledge and practice-based knowledge,
which Shalem (2014) defines as a working knowledge of context-specific experiences. Besides,
Lovat and Clement (2008) argue, that the nature of the teacher's experience is fundamental to
creating conditions in which students and teachers participate actively, critically, and deliberately
in the formation of knowledge.
2.2.1.2 Pedagogical knowledge
Verloop, Driel and Meijer (2001) point out, in their research, that the pedagogical
knowledge base is a set of educational knowledge related to the activities of the teacher.
Pedagogical knowledge includes both theoretical knowledge (e.g. learning theory and teaching
and learning processes) and practical knowledge (e.g. basic knowledge). In essence, this
knowledge base will include all the cognitive knowledge needed to create effective teaching and
learning.
2.2.1.3 General pedagogical knowledge
Shulman (1987) defines, General Pedagogical Knowledge, as comprehensive principles
and strategies for classroom management and organization. As well, it refers to all strategies for

12. 5
preparing tasks, organizing and evaluating lessons; motivating and supporting students; using time
effectively to manage the classroom; dealing with heterogeneous learning groups using different
teaching strategies; and student assessment.
2.2.1.4 Pedagogical content knowledge
Pedagogical Content Knowledge combines subject-specific content knowledge and
pedagogical knowledge to teach that specific subject matter. Additionally, Shulman (1987) says,
that content-based learning is the combination of content and teaching methods in understanding
how specific topics, problems or issues are organized and expressed. It is designed to suit the
diverse interests and abilities of learners, and it is given for instruction.
2.2.2 Affective-motivational characteristics
Betancourt Gamboa (2018) explains, that affective-motivational learning strategies are
procedures that contribute to create an accurate environment for effective learning in a given social
context, through the reinforcement of motivation, self-esteem, management, interest and the value
given to academic activities that generate strong bonds between learners and educators. In addition,
Blömeke and Delaney (2012) explain, that motivation and self-regulation are part of the main
component of professional competence of a teacher.
2.2.2.1 Motivation
Enthusiastic teachers stimulate students to use learning strategies and tools that enable
them to meet their own learning expectations, in order to achieve better learning outcomes.
According to Echeverri, Rincón and Morales (2017), if the teacher encourages students' motivation
to learn, then creativity and imagination will be stimulated to create excitement for acquiring new
knowledge.

13. 6
Regarding motivation, Tapia (1997) explains, that motivation seems to influence the way
students think and learn, so it is clear that the students were fundamentally motivated to choose
and carry out their activities out of interest, curiosity, interest.
2.2.2.2 Self-regulation
Richard Cash (2016) says, classroom self-regulation is written to deepen the understanding
of teachers about theories behind self-regulation, to see what it looks like in the classroom, and to
discover how to promote student empowerment. A self-regulated teacher understands that attitude
towards new knowledge and new teaching practices are an alternative as part of constant training.
Likewise, Tania Varela (2013) explains, that self-regulation involves awareness of one's own
thinking, observing, monitoring and controlling one's own behaviours to obtain more effective
learning. In addition, this characteristic encourages independent and effective academic
performance that refers to metacognitive capacity or self-directed learning.
3. Ecuadorian in-service English teacher standards
Teacher performance standards are descriptions of what a competent teacher is expected
to demonstrate, using teaching practices that are positively correlated with student learning. In this
sense, the Ministerio de Educación (2012) sets, the Ecuadorian In-service English Teacher
Standards, based on material prepared by Teachers of English for Speakers of Other Languages
(TESOL). In turn, they are divided into five domains corresponding to those established for the
general curriculum and some related to the teaching and learning of English.

14. 7
3.1 Domains
3.1.1 Language
Language domain, as the Ministerio de Educación (2012) states, includes specific domains
for language structure and communication, language acquisition and development and language
fluency.
Teachers employ domain knowledge of language components: phonology, morphology,
syntax, pragmatics and semantics, to help students develop oral, reading, and writing skills in the
English language. Knowing that language acquisition is the; "gradual gaining of the linguistic,
socio-linguistic systems of a language. (...) Language development refers to the deliberate
optimisation of communication skills already gained." (Peter D. MacIntyre, 2009).
Teachers apply theories and research on language acquisition and development to support
and improve students' learning, literacy, and performance in content areas.
3.1.2 Culture
As the Ministerio de Educación (2012) claims, that Ecuadorian English teachers need to
have knowledge of other cultures and know how culture may affect their learning of English in
Ecuador. As in any other country, culture affects the student's learning, so knowing the culture of
the language being taught and the culture of the student should be paramount in teaching.
In this way, teachers create environments of respect for national culture and international
cultures. By understanding values, cultural beliefs, the effect of racism, stereotypes,
discrimination, communication between home and school, teachers can apply all this knowledge
in the teaching process to build favourable learning environments for students. Therefore, the
cultural context of the students cannot be ignored.

15. 8
3.1.3 Curriculum development
Curriculum development focuses on the planning, implementation, and management of
English language instruction, as well as the effective use of resources and technologies. According
to the Ministerio de Educación (2012), a solid curriculum, well grounded, technical, coherent and
adjusted to the learning needs of the society of reference, together with resources that ensure the
minimum conditions necessary for the maintenance of continuity and coherence in the realization
of educational intentions guarantee quality teaching and learning processes.
Teachers should be knowledgeable about teaching strategies and best practices for planning
classroom instruction. All of this, with the goal of creating a learning environment that supports
students. Standards-based teaching strategies are implemented to develop and integrate listening,
speaking, reading and writing in English. The use of resources, materials and technologies is also
necessary; they must be selected and adapted in order to develop the linguistic and content skills
of the students. Among the tools, we have books, visual aids, real objects, internet, software,
computers and smart devices.
3.1.4 Assessment
When referring to the domain of assessment, this refers to the collection and evaluation of
information that is consistent with English language learning, also "includes the issues involved
for learners as well as those related to language proficiency and classroom-based assessment."
(Ministerio de Educación, 2012)
Teachers are aware that some assessment issues can affect students; bias, accountability,
language competencies among them. On the other hand, teachers assess students' classroom
performance and language proficiency skills. Therefore, teachers know and must use a variety of

16. 9
instruments and techniques that allow them to assess performance-based assessment, to
demonstrate language growth, and to inform classroom instruction.
In her book Enhancing Professional Practice a Framework for Teaching, Charlotte
Danielson (2007) mentions, that in designing assessment strategies, teachers must consider their
use for formative purposes and how assessments can provide diagnostic opportunities for students
to demonstrate their level of understanding during the instructional sequence, while there is still
time to make adjustments. Having mentioned the above, teachers demonstrate that they understand
the topics and concepts of assessment and use standards-based procedures with students to the
benefit of the development of the teaching process for students.
3.1.5 Professionalism and ethical commitment
The Ministerio de Educación (2012) explains, that professionalism and ethical
commitment keep teachers current with new instructional techniques, research results, and
advances in the English teaching field for professional development.
As in many jobs, teachers must continue to research and keep up to date with new
strategies, in this case, teaching strategies. Be aware of developments in the field of English as a
foreign language (EFL), and its history, and educational policy issues. Teachers to reflect on, and
improve their instructional and assessment practices should use this information.
According to Gerardo Ramos and Adriana Lopez (2019) professional ethics is conceived
as that distinctive feature of a profession linked to professional moral duty and which expresses
the mandates and obligations that are intended to ethically guide the professional's action in his
performance, which in turn is also reflected in their individual and social behaviours as an integrity.
Consequently, teachers work collaboratively with school and community staff to improve the
learning environment, provide support and advocate for students and their families.

17. 10
Results
The main purpose of the research was to observe and characterize the English teacher's
context according to the Ecuadorian in-service English Teacher Standards, Ecuadorian EFL
curriculum and English Teacher’s Profile. The observation guides reflect what are the standards
and requirements that teachers must meet in order to promote a quality education and ensure that
students achieve the learning outcomes desired (Ministerio de Educación, 2012).
Tables and figures help us to set neatly the analysis and interpretations that we got from
our practices. The frequency in which the indicator was observed using the 20 observation sheets
and a meticulous count follow the next range:
20 observation sheets = 100%
15 observation sheets = 75%
10 observation sheets = 50%
5 observation sheets = 25%
0 observation sheets = 0%
Table 1
Percentage of observed indicators in Domain 1: Language
Domain 1: Language indicators f %
Promote the use of English in the whole class period. 18 90%
Use pairwork and groupwork to promote interaction. 15 75%
Use different learning styles to develop language and literacy. 15 75%

18. 11
Figure 1
Percentage of observed indicators in Domain 1: Language
As Table 1 shows, the teacher promotes the use of English most of the time (90%), the
Teacher uses various strategies in classes to help their students understand topics and develop the
language; one of the tactics is the translation or explanation of the topics in Spanish after having
done it in English. The use of the native language (Spanish) in English classes has significant
impacts since it can be difficult for students of initial levels to understand English, and therefore
the Teacher uses Spanish to clarify doubts and explain complex issues that are considered relevant
and crucial. By the same token, other strategies that we were able to observe were the use of pair
and group work to promote interaction and shared knowledge (75%). The teacher understands the
benefits of collaborative work as a method to generate positive relationships and foster diversity
among his different student. In addition to this, the teacher also integrates different learning styles
to develop language and literacy (75%) such as visual, listening, writing, reading, and social
learning in classes, in order to encourage each student to learn in different ways.
90%
75% 75%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Promote the use of English
in the whole class period.
Use pairwork and
groupwork to promote
interaction.
Use different learning styles
to develop language and
literacy.
%
observation
Indicators
Domain 1: Language Indicators

19. 12
Table 2
Percentage of observed indicators in Domain 2: Culture
Domain 2: Culture indicators f %
Inclusive education and the students’ cultural identity. 18 90%
Environment of respect for National and International cultures. 16 80%
Contextualization of content with culture. 18 90%
Figure 2
Percentage of observed indicators in Domain 2: Culture
As table 2 shows, the first indicator related to Inclusive and students’ Cultural identity was
observed in 90% because the observation practices showed us that the teacher fosters inclusive
education through group activities where all students without distinctions could participate to
integrate their knowledge. Also, the teacher encouraged students to know about their own culture,
including cultural aspects in activities or homework.
Indicator 2 presents that in 80% the teacher promotes an environment of respect and
equality among students, and in turn, encourages learning about the Ecuadorian culture, and
90%
80%
90%
74%
76%
78%
80%
82%
84%
86%
88%
90%
92%
Inclusive education and the
students’ cultural identity.
Environment of respect for
National and International
cultures.
Contextualization of content
with culture.
%
observation
Indicators
Domain 2: Culture

20. 13
provides spaces among students and teacher to talk about the culture diversity using appropriate
and easy vocabulary to describe cultures of other countries, in order to broaden the students'
knowledge about the importance of cultural and traditions diversity.
Regarding indicator 3, contextualization of content with culture was often 90% included
by the teacher. In the majority of classes, the teacher presented features of the Cultural diversity
and the culture real life situations making use of children videos, familiar vocabulary and grammar
and applying that culture information to assign extra learning activities such as assigning to each
student an international culture which they would like to meet to increase their knowledge about
cultures and English.
Table 3
Percentage of observed indicators in Domain 3: Curriculum Development
Domain 3: Curriculum Development indicators f %
Provide didactic and creative material. 19 95%
Use technological resources 18 90%
Incorporate different activities to reinforce topics. 19 95%
Provide feedback to students in the learning process. 16 80%
Figure 3
Percentage of observed indicators in Domain 3: Curriculum Development

21. 14
According to what was collected, it was observed that the teacher used didactic material in
class 95% of the time, such as large and colorful posters to explain the activity of the day,
flashcards to understand the topic of the class, printed crossword puzzles and flashcards for all
students, flashcards to acquire vocabulary, including the teacher sent to prepare the students
material such as posters and images for exhibitions.
After the observation, it was found that the teacher used 90% of technological resources in
the classroom to teach his students, he made use of the computer for the students to listen to the
pronunciation of different words of a text; he also made use of applications such as Padlet,
YouTube, etc. He also used to take the students to the lab room, where everyone had access to a
computer to work.
In the classroom it was observed 95% of times that the teacher incorporated different
activities to reinforce the given topic, according to what was collected in different classes the
teacher used to reinforce the class through individual presentations, created participations through
the realization of sentences with the topic of the previous class and the part that had not been
95%
90%
95%
80%
70%
75%
80%
85%
90%
95%
100%
Provide didactic and
creative material.
Use technological
resources
Incorporate different
activities to reinforce
topics.
Provide feedback to
students in the
learning process.
%
observation
Indicators
Domain 3: Curriculum Development

22. 15
understood was explained again, sent activities to complete on a virtual platform and assigned
extra-classroom tasks on the same platform, including reinforcing the topics presented by each
group indicating more examples, asking questions and practicing with the students.
Furthermore, we could observed in 80% that the teacher provided feedback on the topics
to his students, at the beginning of the class, the teacher reinforces the previous topic, at the
beginning of the class he used to form pairs to make a mini conversation using the words of the
previous class, he also presented vocabulary dynamics to remember the previous class, sometimes
he used to take five minutes to make feedback on the previous class.
Table 4
Percentage of observed indicators in Domain 4: Assessment
Domain 4: Assessment indicators f %
Student motivation. 20 100%
Assess and guide individual language skills. 19 95%
Assess student learning. 15 75%
Figure 4
Percentage of observed indicators in Domain 4: Assessment

23. 16
As Table 4 shows, the first indicator related to motivate student participation through
interactive activities was observed in 100%, given that the teacher used, from the beginning and
during the class, interactive activities such as: vocabulary dynamics, mini-games of sentences,
flashcards, crossword puzzles, songs and videos of the students' interest, simple questions about
the topic and activities involving movement. In addition, the teacher motivated the students
through collaborative work, by listening to each of his students, and by allowing them to perform,
during the presentations, interactive activities of their own interest for their classmates.
The second indicator points out that in a 95% the teacher evaluates and guides the students'
individual language skills. According to what was observed, the main focus of the teacher, in the
evaluation and guidance of language skills, was on the speaking of his students, listening
attentively to their oral presentations, and individually and personally correcting them and helping
them to improve grammar and pronunciation with songs, daily phrases or dynamics, the students
in turn took notes to practice with the exercises taught by the teacher. It should be noted that the
students' vocabulary was also reinforced during these corrections.
100%
95%
75%
0%
20%
40%
60%
80%
100%
120%
Motivate student. Assess and guide
individual language skills.
Assess student learning.
%
observation
Indicators
Domain 4: Assessment

24. 17
Indicator 3 mentions that in a 75% the teacher evaluated the students' learning during the
classes. The way in which the teacher carried out this evaluation of what the students had learned
was, on the one hand, by doing dynamics of the topics already taught, guided by the worksheet,
and by observing the conversations and presentations, either individually or in groups of the
students. In addition, at the end of the classes, the teacher carried out a small activity to compare
the learning results of each of his students.
Table 5
Percentage of observed indicators in Domain 5: Professionalism and Ethical Commitment
Domain 5: Professionalism and Ethical Commitment indicators f %
Environment of confidence 20 100%
Motivation in interactions among students. 16 80%
Attend the needs of the students by being accepting and empathetic. 20 100%
Respect and encourage the practice of values. 20 100%
Figure 5
Percentage of observed indicators in Domain 5: Professionalism and Ethical Commitment
100%
80%
100% 100%
0%
20%
40%
60%
80%
100%
120%
Environment of
confidence
Motivation in
interactions with
students.
Attend the needs of
the students by
being accepting and
empathetic.
Respect and
encourage the
practice of values.
%
observation
Indicators
Domain 5: Professionalism and Ethical Commitment

25. 18
This graph shows that the teacher has a high degree of professionalism and ethical
commitment, since it can be seen that 100% of the teacher maintains an atmosphere of trust, attends
to the needs of the students with an attitude of acceptance and empathy, as well as respects and
promotes the practice of values. In contrast with the motivation in interactions between students
that reflects the teacher in 80% with which it can be determined that:
During the class period, we could observe that the education maintains a supportive,
welcoming and trusting environment, this allowed to generate participation voluntarily, making
the students not feel insecure and able to solve their doubts spontaneously, since it is important to
form a favourable environment for the acquisition of knowledge.
Most of the times the second indicator is present in the teacher since it could be observed
how he generated a great motivation in the interactions among students through advice and
experiences, facilitating the participation among them and collective learning, thus he seeks that
the relationship among classmates is comfortable so that the students can clearly learn the subject
of the class.
Regarding the third and fourth indicators, it was observed that the teacher always attends
to the needs of the students from an attitude of acceptance and empathy, in the same way that he
addresses the students within the framework of respect and practice of values, demonstrating that
he has a vocation for his profession, The empathetic way of understanding and resolving the
concerns of the students could be observed, which causes a feeling of satisfaction for the
knowledge acquired in the student, and at the same time an atmosphere of respect is recognized
from the beginning to the end of the class period, during which he complies and enforces the rules
of the institution.
Figure 6

26. 19
Comparison of the 5 domains used for observation.
Figure 6 shows that domain 5, which refers to professionalism and ethical commitment, is
the most observed by the novice teachers (95%) in comparison with the other domains. This means
that the teacher in the classroom promotes an environment of trust, motivates interaction among
students, and attends to the needs of the students from an attitude of empathy, as well as promotes
respect and practice of values. On the other hand, the domain that obtained the lowest average was
domain 1, with 80% of the language domain, therefore the teacher promotes the use of English
throughout the class period, but uses the mother tongue only to express instructions and explain
doubts, in the same way the teacher uses work in pairs and in groups to promote collaborative
learning, in addition to including different learning styles in the classroom.
80%
87%
90% 90%
95%
70%
75%
80%
85%
90%
95%
100%
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5
Comparison of the 5 domains used for
observation.

27. 20
Conclusions
After analysing and interpreting the results, novice teachers conclude that the indicators
described on the observation sheet based on the five domains were successfully and effectively
observed in the pre-professional practice. The five domains, according to the Ecuadorian in-service
English Teacher Standards, were successfully perform by the English Teacher. Likewise, as future
teacher, through this observation experience we were able to learn that standards are an important
generalization that outlines the aspects of what the teacher needs to know, meet or be able to
accomplish.
The Standards that are organized into five domains fit the expectations stated for the
context in which English Teachers are involved. In the first Domain: Language, what we could
observe is that the teacher demonstrated understating about how language system is important to
help English learners develop and acquire better language and literacy by promoting the use of
English in the whole class, as well as using different learning styles to make students perform their
best. The second Domain: Culture, exposes that the teacher is aware of how valuable it is for
students to relate the nature and role of culture to their English learning in order to promote a space
for inclusion and awareness. The third Domain: Curriculum Development was excellently
observed since the teacher implemented different strategies and techniques previously planned to
manage the classes by providing didactic material, technological resources and supportive
instruction to the students in order to create a welcoming and motivating classroom environment.
The fourth Domain: Assessment, met the expectations of the observers, since the teacher integrated
different appropriate procedures to evaluate the performance of the different students in order to
maintain a motivated and trustworthy language growth space. Finally, the fifth Domain:
Professionalism and Ethical commitment, shows the ability of the teacher to build reliable bonds

28. 21
among students in order to promote awareness of citizenship in the classroom as well as with their
own society context. Moreover, the teacher demonstrated educational and social responsibilities
by encouraging students to respect people of different cultural backgrounds.
Thus, using observation as a research instrument, pre-professional teachers could
positively observe the aspects that characterize the professional teaching profile. Equally, the
observations allow us to conclude that the different notions mentioned in the theoretical framework
are strongly related to each other, since the EFL Curriculum, the Teacher Profile and the English
Teacher Standards allow the observers of this study to infer that the teacher is aware that
professional preparation, theoretical and practical knowledge is necessary for a teacher to be able
to teach English as a foreign language

29. 22
Annexes
Annex 1: Observation Sheet

30. 23

31. 24
Annex 2: Ethnographic Sheet

32. 25

33. 26
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