MATERIALS DESIGN FOR FACE TO FACE ENVIRONMENTS

UNIT 1: PRE TASK - GETTING READY TO START

MICHAEL ANDRES TORRES MORA

CODE: 1.030.564.011

TUTOR:
DINA BONILLA
GROUP: 551023_3

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA (UNAD)

FEBRUARY 14/ 2020.
Task 1 chart
UNIT CHAPTERS
UNIT1 1:The natute of teacher education
2:workshops
Teacher 3: Teacher support groups.
Development 4: Keeping a teaching journal
and Strategies to 5: Peer observation.
Enhance 6: Teaching portfolios
Teaching 7: Competencias y estándares TIC desde la dimensión pedagógica
Practices

UNIT 2 1.Action research. In Professional Development for Language

Teachers:

2.The contribution of research to teachers’ professional learning and

development.
The contribution
of research to 3.Lesson Planning. Methodology in Language Teaching:
teachers’
development 4.Educational Effectiveness Research as the Knowledge Base of
Improving Education.

5.Estándares básicos de competencias en Lenguas Extranjeras:

Inglés- Formar en lenguas extranjeras, el reto- Revolución
Educativa.

6.Improving Teacher Development and Training

Task 2, reflection
1. What do you understand about teacher development?
To be a teacher is a process which is necessary some specifically steps, all starts in the
moment at the learner feels the vocation to teach, and the way to be formed in a successful
teacher is expensive and long, this is the teacher development.
2. Why is teacher development important to the language teachers?
The importance of development to the language teachers has a meaning in their successful
results or not, if a teacher gets a good training process and experience could have better
results in his process of teaching
3. Why is it necessary to study, practice and do some research in education when
being a teacher?
Is necessary to be updated to the news methods, methodologies, approaches, theories and
any new idea about teaching; all the time, news about education or researches come to
light, both by researchers and experiential experiences in the classrooms of the world.
4. What qualifications does a teacher should have?
All the teachers should have knowledge about human relationships, to be able to respond in
conflict situations correctly, to be able to work under pressure, to know its subject deeply is
very important too
5. ¿Do you understand which will be your teaching activity? Would you like to teach
English or another language in schools or colleges or other institutions? Would you
like to teach English in Bilingual school or public school?
The knowledge about my own teacher activity has given me the experience time, but I’m
aware that´s not enough, teachers have to know the students in a human vision, to recognize
about their problems, dreams, feelings and wishes.
Task 3, questions
Do you agree with these assumptions?
Yes, I agree with these assumptions but there is one that precedes me very special and it is
the supposed number 5 where it states that critical reflection can trigger a deeper
understanding of teaching.
Reflection is assumed as a process of revision, to reflect implies an act of thought, is to
abstract oneself to observe, debate with oneself and try to explain one's actions; is to
critically look at what is done, justify each of the decisions made and deepen from the
proper questioning, in order to rectify or make decisions that are intended in any case, to
improve teaching practice.
Thus, from the point of view of teaching, reflecting is much more than a norm, it implies an
act of thought capable of helping us explain the practices we develop, justify our actions
and explain the intentionality of education and teaching.
In accordance with this approach, future teachers must develop competencies to work as
reflective and critical professionals of their practice; and consequently, favor the
transformation of the spaces where they exercise their functions. It is about integrating
thought and action, teachers are intellectuals who assume reflection in, from and about
practice.
2. What assumptions do you have about the teacher's development process?
This development should be continuous and evolutionary: Adopting and implementing
effective practices requires continuous learning, which implies monitoring and support for
further learning from sources outside the school. Therefore, the teacher development design
should allow sufficient time to apply new ideas.
3. What factors have influenced your development as a teacher, or are they likely to
influence your development in the future?
The factor that can most influence my development as a teacher is the need I have to have
quality learning, this in order to benefit students and enhance their abilities, because it is
not about giving a class but about being interested in others, help and motivate to achieve
meaningful teaching.
4. If you are already teaching or will be teaching, can you identify the changes you
have made in your own teaching or in your teaching approach? These could be
changes in your vision of yourself as a teacher, your approach to students or the
method or techniques you use. Why did you make these changes and how did they
occur?
I believe that at the moment that I am going to teach the most significant thing for me it is
to give a turn to learning because for my vision the most important thing must be the
student and for this we must change several structures where the protagonism of the student
is necessary because this plays a very important role in the development of their
competences.
I believe that the most important thing when teaching is to train people who develop a job
with their preparation and expectations, which allows them to respond to the needs of
society.
5. Propose a question about the content in the forum, so that your classmates answer
it and you answer a classmate's question.
What factors do you think influence the learning of another language?
Referencias
Richards, J. C. (1994). Teacher development through exploring classroom processes. In Reflective
Teaching in Second Language Classrooms. Obtenido de https://www-cambridge-
org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-
core/content/view/5AB8BA6FF96D2A128287A67B6E5A9EE7/9780511667169int_p1-
5_CBO.pdf/introduction_teacher_development_through_exploring_classroom_processes.
pdf