1. Universidad de
la 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
2. 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
3. * 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
4. * 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
5. 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
7. Taken from: Qualifying Register Presentation from the English
Program 2010. Designed by: M.A. Erika P. Cuéllar
PEDAGOGICAL RESEARCH
8. PEDAGOGICAL RESEARCH
Taken from: Qualifying Register Presentation from the English
Program 2010. Designed by: M.A. Erika P. Cuéllar
9. PEDAGOGICAL RESEARCH
Taken from: Qualifying Register Presentation from the English
Program 2010. Designed by: M.A. Erika P. Cuéllar
10. These courses involve a cross-curricular and an interdisciplinary approach in
relation to the research as a common theme.
Florencia Caquetá: December 17th, 2010 10
PEDAGOGICAL RESEARCH
11. 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
12. 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
13. 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
14. 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
16. Taken from: Qualifying Register Presentation from the English
Program 2010. Designed by: M.A. Erika P. Cuéllar
TEACHING PRACTICE
17. TEACHING PRACTICE I TEACHING PRACTICE II
Localization 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
18. Methodology
The 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
19. 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.
20. 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.
22. 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
23.
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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)
