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TEACHER DEVELOPMENT TASK 1

JULIAN FERNANDO BARBOSA LEON CC: 1101756959

OSCAR JAVIER BOHORQUEZ TUTOR

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA (UNAD) LICENCIATURA EN INGLES COMO LENGUA EXTRANJERA VELEZ, SANTANDER

TASK 1 1. TASK 1.

a)

What does the subject mean to teach me? in a few words I could say teach, instruct, and train mean to cause to gain knowledge or skill. teach can be used of any method of passing on information or skill so that others may learn.

b)

What are the deadlines? Enthuse. Introduce the subject and explain its usefulness. Explain the topic using meaningful examples. Evaluate continuously. Invite to learn something for yourself. Impart an integrating class.

c)

When am I mean to deliver? How much time do I have for each task? Having a work methodology is not only important so that the professional can organize, work better and follow a work rhythm without unforeseen events, but also helps to deliver better results and in the stipulated times for each work activity

d)

Why is teacher development important to the language teachers? As we all know that learning a second language today gives us valuable opportunities both professionally and economically, as a language teacher it is essential to be trained and to be up to date with new teaching techniques and acquire more knowledge, in our country teachers must have a good academic level since the teaching of a new language implies that the academic and professional level of the teachers must be excellent and that it complies with the norms of the higher education.

e)

What is the way to develop professionally? Here are 10 ways to take control of your leadership development. 1. 2.

Hone a Learning Mindset: Having a positive attitude towards professional development is vital. Examine Your Decisions: One difference between great leaders and mediocre ones is a willingness to examine past actions and decisions in order to improve.

3.

Read Regularly: Read widely, not only about current events but also subjects that can broaden your horizons, such as history.

4.

Write Regularly: Writing has multiple benefits for leaders. It can help you master the content, improve your critical thinking skills.

5.

Attend Training Programs: Books and articles only take you so far.

6.

Teach What You Know: that teaching is one of the most underused tools in leadership development. I agree. There is no better way to master something than by trying to impart your knowledge and skills to others. It makes you think about the material in new ways. In my experience, sometimes you learn more from your "students" than they do from you. Take advantage of opportunities to teach

7.

Build Self-Awareness: While it may sound cliché, self-awareness is critical to effective leadership.

8.

Gather Feedback: In the work area, information can be collected with coworkers since the different teachers have various forms, tools or methods for teaching

9.

Find Mentors: Develop relationships with people who have been in your shoes. Speaking of feedback, mentors or coaches are often in a position to give you objective advice that you may not get on the job. Find someone who will give you honest, unvarnished input.

10. Cultivate Peer Relationships: You should develop relationships with as many people in your industry as possible. This is important for keeping up with developments and gaining new perspectives and ideas.

2. TASK 2. CONCEP MAP

Teacher Development

WHAT IS REFLECTIVE THINKING? Concept

It is a reflection process for teachers where they are faced with some difficulty or an experience that can not be solved immediately

Dewey´s process of reflection. Definition and Characteristics: reflexive action involves active consideration, prescient and careful of any belief or practice, reflexive action is also a process that requires going beyond the processes rational and logical problems.

Teachers’ reflective thinking.

Definition and Characteristics: Teachers’ attitudes towards reflective teaching were identified at the beginning of the study, during and at the end of it. They were observed, registered in the researcher’s diary and discussed and verified by the teachers in the interviews. Thus, this category intends to describe how these attitudes were observed and the extent to which they might have inhibited reflective action.

Teachers` innovation.

Definition and Characteristics: reflection on learning of students, and the possibility of carrying out educational innovations; and the second, to help and accompany the beginning teachers of a systematic and contextualized way. In short, the improvement of practical teacher knowledge requires reflective processes, not only as a solo and individual practice but, especially, to the extent that they are carried out in a collaborative way with students and other teachers of the same or different disciplinary area or with different degrees of experience in training spaces.

BIBLIOGRAPHIC Educational resources required (Required bibliography) Lin, Y.-C., & Magnuson, K. A. (2018). Classroom quality and children’s academic skills in child care centers: Understanding the role of teacher qualifications. Early Childhood Research Quarterly, 42, 215–227. https://bibliotecavirtual.unad.edu.co:2444/10.1016/j.ecresq.2017.10.003 Guarino, C. M. (2009). Teacher Qualifications and Kindergartners’ Achievements. New York: Nova Science Publishers, Inc. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct =true&db=nlebk&AN=355872&lang=es&site=eds-live&scope=site Billett, S., Betrancourt, M., & Ortoleva, G. (2016). Writing for Professional Development. Leiden: Brill. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct =true&db=nlebk&AN=1090806&lang=es&site=eds-live İşlek, D., & Hürsen, Ç. (2014). The Evaluation of Students’ Views Concerning the Teacher Qualifications for the Total Quality Implementations. Procedia - Social and Behavioral Sciences, 116, 4834–4838. https://bibliotecavirtual.unad.edu.co:2444/10.1016/j.sbspro.2014.01.1034 DE MEJÍA, A.-M. T. (2016). Teacher Development for Bilingual Education in Colombia: Towards Teacher Empowerment. Estudios Sobre Educacion, 31, 15–35. https://bibliotecavirtual.unad.edu.co:2444/10.15581/004.31.15-35 Virtual Learning Object (VLO) Unit 1: This virtual learning object aims to guide the student on the need to develop professionally and how he can do it. This resource serves as a basis to perform some of the activities of the course. Grande, E. ( 30,01,2019). Qualifications in a teacher. [Archivo de video]. Retrieved from: http://hdl.handle.net/10596/23827 Additional educational resources for the course (Complementary Bibliography) The complementary bibliographical references serve as support to develop the content of the unit and deepen in the topics seen.

EVA WILDEN, & RAPHAELA PORSCH. (2017). The Professional Development of Primary EFL Teachers: National and International Research. [S.l.]: Waxmann Verlag GmbH. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct =true&db=nlebk&AN=1485218&lang=es&site=eds-live Orgovanyi-Gajdos, J. (2016). Teachers’ Professional Development on Problem Solving: Theory and Practice for Teachers and Teacher Educators. Rotterdam: Sense Publishers. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct =true&db=nlebk&AN=1880285&lang=es&site=eds-live National Research Council (U.S.). (2007). Enhancing Professional Development for Teachers: Potential Uses of Information Technology, Report of a Workshop. Washington, D.C.: National Academies Press. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct =true&db=nlebk&AN=207977&lang=es&site=eds-live Evans, L. (2014). Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179–198. https://bibliotecavirtual.unad.edu.co:2444/10.1080/0305764X.2013.860083