1. GRADUATE PROFILE OF ENGLISH PEDAGOGY TEACHER
The profile of Bachelor of Education and Teacher of English Pedagogy responds to the features defined for the graduate of the Universidad Católica de la Santísima Concepción as those posed by the Faculty of Education.
In this sense, the profile is contextualized around a concept of training of graduates based on an understanding of integral man, according to Christian faith, in order to ensure an organic vision of reality.
Moreover, the professional skills that distinguish this profile, have the basics guidance about the mission and work of teachers declared in the "Performance Standards for Initial Teacher Education" and the "Framework for Good Teaching" of the Ministry of Education.
Lastly, skills and attributes explicit in the graduate profile, organized and presented around the four areas set out in the "Guideline for Submitting Projects" prepared by the Self-Regulatory Commission agreed upon in the creation of new careers the National Council of Rectors of Chilean Universities.
Most graduates Teacher of Pedagogy in Secondary Education in English points to the following areas:
What I did in order to meet the criteria within the framework of four educational areas of the graduated English Teacher Profile of the UCSC. I will explain how while I made my Professional Practicum at Colegio Chileno-Arabe I met the following criteria.
A) Main areas of scientific and professional knowledge
2. Throughout the process of being a teacher at Colegio Chileno Arabe I used the cognitive and metacognitive skills that enable me to understand the progress of pedagogical knowledge and discipline to teach, to enhance the educational processes. Also I could analyze the impact of the different orientations in order to understand the global meaning of education. While working at the school I used TICs in order to enhance the understanding of what I taught.
By MDD 1, I demonstrated knowledge of the characteristics of the students. From that MDD I obtained valuable information of the students’ preferences
At the school I could not understand and harmonize with faith the advances of the pedagogical and disciplinary knowledge. From my perspective of life, this is not an important point of the graduated teacher profile.
MDD 6 allowed me to investigate and reflect of the professional activities of a teacher and consolidate that knowledge from a pedagogical and English discipline perspective.
I realized that thinking that my teaching is an important variable when I want my students to learn. I realized that my teaching is a source of organization and optimization of the process of learning EFL. The type of teaching you use will impact in the learning of the students, so we must be aware about how we teach.
B) General skills
3. Throughout the Professional practicum and the creation of MDDs I performed activities related to my vocational characteristics which allowed me to comprehend the teacher role.
At the school I tried to use different learning situation in order that my students understand what I was teaching and they learn something out of those situation and contexts.
At the school I promoted independent and divergent thinking at a small scale, in my opinion students generated different solutions to different problems. They expressed their ideas freely but respectfully.
Applying theory was not a thing I applied usually or at least I did not realize when I did it; however I developed ethical values and general values to enhance the teaching practice principles. In my class the respect was really important.
At the school I met a different sociocultural reality of education because the school was different from the ones I had been previously. In this school I was able to work properly and I found differences in the regional and national curriculum framework. They used different material when teaching and they prepared good students for the future.
At the school I demonstrated the competences to speak and that my students understood what I spoke. I was able to explain what I was teaching in English, written and oral English.
C) Specialized Skills
At the school I learnt how to meet the field and object of study of education. I comprehended the phenomenon of education in a real context
4. I used different methodological strategies and relevant learning, by doing that I generated significant learning with my students in an EFL context.
While doing my professional practicum I worked as a team with my guide teacher and the head teacher of the course I was a head teacher as well. I was really respectful with everybody. We worked as a team in order that our students learnt, behave better and mastered English.
If I could name a strength of mine that would be I have good rapport with people. I used that good rapport at the school as well and I created a learning environment that promoted empathic relationship with my students. I tried to promote ethical development of the individual.
I am able to communicate in English in a good manner. I am accurate and fluency in different communicative contexts. I demonstrated knowledge and abilities to use oral and written discourse according to the rules; I was able to use it in different contexts. Through the professional practicum I learnt to use verbal and nonverbal strategies to overcome misunderstanding and mistakes.
I always used teaching and evaluation procedure consistent with the goals proposed and in way that some content was taught.
In some way, I tried to link the use of EFL with the thoughts of the enslish speaking countries. I tried to mention difference in the use of the language between Chilean and English speaking countries. I also tried to explain how culture was different from country to country.
At the school I was able to apply research techniques; however, I work with my thesis at the school.
5. D) Aspects of attitudinal and ethical values.
At the school I was honest and moral I respected everybody in a personal, social and professional behavior. I also showed concern for the dignity of my students, I usually made my students respect each other and respect their teachers. Not from a Christian perspective of dignity but from a universal perspective of dignity.
I always told students they have to study from themselves, not everything should be said by the teacher and I motivated them to believe in themselves to make improvement in their lives.
When a problem happened I talked to the students involucre and tried that they resolve the conflicts. All this is important to have an educational community for peaceful coexistence and democratic participation. In this point I was able to notice and respect the sociocultural diversity of my students. I believe that diversity enriches learning because we have different perspective of the world.
Finally, English is an agent of creation and cultural transmission. We use English in our lives, even when we do not want to use it. We use English to inform, to entertain, to travel, to have better opportunities, to obtain jobs, to use computer codes, to buy, and more importantly to communicate with the world
