UNIVERSIDAD DISTRITAL FRANCISCO JOSÉ DE CALDAS

FACULTAD DE CIENCIAS Y EDUCACIÓN

PROYECTO CURRICULAR DE LA LICENCIATURA EN EDUCACIÓN
BÁSICA CON ÉNFASIS EN INGLÉS

SYLLABUS

NOMBRE DEL ESPACIO ACADÉMICO: Pedagogical Experience and Research in

Secondary School II
CÓDIGO: 4458-1 PERIODO ACADÉMICO: 2018 - III NUMERO DE CRÉDITOS: 3
PROFESORAS: S. Ximena Bonilla Medina
TIPO DE ESPACIO ACADÉMICO: NUMERO DE HORAS: 6
OBLIGATORIO BÁSICO (X) TRABAJO DIRECTO __3___
OBLIGATORIO COMPLEMENTARIO ( ) TRABAJO MEDIADO __3___
ELECTIVO INTRÍNSECO ( ) TRABAJO AUTÓNOMO __3___
ELECTIVO EXTRÍNSECO ( )
JUSTIFICACIÓN:
This course is aimed at providing student-teachers with the opportunity to implement and reflect upon the pedagogical innovations
that are developed this semester in their teaching practicum at educational contexts in secondary schools of Bogota. This course
constitutes an important component of the Degree Work proposal student-teachers are conducting in the in-depth cycle in the
Language Teacher Education program. Therefore, student-teachers are expected to implement the pedagogical and research project
which they have proposed in the previous pedagogical experience and research in secondary I.

This course is done with the fundamental aim of understanding the structure and exercise of educational practices, as well as the
value of the principles, the instruments and the necessary judgments of pedagogy, research and innovation. The main core of the
pedagogical & research experience in the EFL classroom II with secondary students is the implementation of a pedagogical
intervention and data collection for pedagogical and research purposes.

The course is embedded in understanding experience as a source for the theoretical formation of preservice teachers. This means,
that pre-service teachers will be attentive observers and participants of the dynamics involved in class development with adolescents
and are expected to identify social issues which through the development of language teaching could be the center of attention for
their pedagogical innovation and research. Every aspect (educational, social, cultural, institutional, etc) will be reflected and analyzed
in order to draw conclusions that will also be the basis for their future as EFL teachers. The continuous reflection that student-
teachers develop during this course is expected to account for language learning and teaching theories and second language
acquisition to middle and high school students which along with an overview of controversial issues of EFL students’ learning process
shape their practice and understanding.
CICLO: Innovación y creación CAMPO: Pedagógico
OBJETIVO DEL CICLO: Desarrollar propuestas investigativas y pedagógicas innovadoras que busquen transformar la realidad
social y cultural en distintos contextos educativos.
OBJETIVO DEL SEMESTRE: Implementar una propuesta pedagógica e investigativa innovadora dentro de un contexto educativo de
básica secundaria
OBJETIVOS DEL ESPACIO ACADÉMICO: Promover la confrontación de referentes teóricos para implementar innovaciones
pedagógicas e investigativas con base en las problemáticas previamente identificadas en un contexto determinado.
NÚCLEO PROBLÉMICO DEL CICLO: ¿Cómo se transforman realidades sociales y culturales a través de propuestas investigativas
y pedagógicas innovadoras?
NÚCLEO PROBLÉMICO DEL SEMESTRE: ¿Qué resultados se observan a partir de la organización sistemática y análisis de
información acerca de las realidades socioculturales que se involucran en los contextos educativos de básica secundaria?
 NÚCLEO PROBLÉMICO DEL ESPACIO ACADÉMICO:¿Cómo intervenir pedagógicamente el aula para solucionar los
problemas de educación de los jóvenes teniendo en cuenta su realidad socio-cultural?
 ¿Qué características poseen las propuestas pedagógicas de corte innovador que se gestan en el proceso de práctica
pedagógica e investigativa en básica secundaria?
 ¿Cómo se implementan y evalúan propuestas pedagógicas innovadoras e investigativas de L2 en contextos educativos de
básica secundaria?
TEMA GENERAL DEL SEMESTRE El futuro docente de inglés como investigador e innovador dentro de contextos educativos de
básica secundaria.
CONTENIDOS DEL ESPACIO ACADÉMICO: (PLANEACIÓN SOBRE LAS SEMANAS DEL SEMESTRE)

DATE TOPIC READING /ACTIVITIES

Week 1 General Meeting at the university and course
introduction to The Teaching Practicum in
Pedagogical & Research experience in Secondary
School II.

Weeks Planning and teaching English classes at schools Socialization of the pedagogical intervention
2&3 connected to the pedagogical intervention or socialization of pedagogical narratives or reflective journals.
classroom project.
Students’ selected readings on regarding their pedagogical
Meeting again Cooperating teachers, coordinator and and research proposal
school students.
Group work and discussion on student teachers’ research
Considering research and or pedagogical purposes and pedagogical proposals.
and questions
Akbari, R. (2008). Transforming lives: introducing
critical pedagogy into ELT classrooms. ELT Journal, 62, 276-
283.
Components of a critical language pedagogy in Critical ELT in
action (Crookes, 2013)
Relevant understandings of language and learning. (Crookes,
2013)

Revisiting the need for Critical research in ELTin

undergraduate Colombian English Language Teaching,
(Granados-Beltran, 2017)

Kidd, W & Czerniawski, G (2011). Teaching Teenagers.

Discussion of the text and its implications for the pedagogical
interventions or classroom projects.
Weeks 4 &6 Pedagogical Project/intervention: Planning, teaching Students’ selected readings on regarding their pedagogical
and assessing English classes. and research proposal.

Bastidas, J.A (2017). More than a half century teaching EFL

Consent forms and Instruments to collect data in secondary schools in Colombia.
Comber, B & Kamler, B (2018). Getting out of deficit:
pedagogies of reconnection.

Complementary readings:

Marshall, C & Rossman, G. (1999). The What of the Study:

Building the Conceptual Framework. In Designing qualitative
Research. P. 21-54 London: SAGE publications.

Miranda, N. (2016). Bilingual Colombia Program: Curriculum

as Product, Only? Working Papers in Educational Linguistics
(WPEL), 31 (2) 19-38.

Supporting readings:
Cook, V (1999) . Going beyond the native language speaker.
Tudor, I. (2001). The Dynamics of Teaching and Learning.
(pp. 28-48) In: The Dynamics of the Language Classroom.
Cambridge: Cambridge University Press.

Richards, J. & Renandya. Methodology in language teaching.

Cambridge: Cambridge University Press.

Harmer, J. (2007). The practice of English Language


Week7-8 Pedagogical Project/intervention: Planning, teaching
and assessing English classes.
Consent forms and Instruments to collect data
Students’ presentations on their pedagogical
interventions: First draft on advances, assessment
and limitations.
Week 8-13 Pedagogical Project/intervention: Planning, teaching
and assessing English classes.
. Selected readings from the book Transforming practice,
Teaching. Edinburg: Pearson Education.
Macalister, J. (2010). Language curriculum design.
Routledge: New York.
Dubin, F., & Olshtain, E. (2000). The basis for curriculum and
Syllabus Designing. Course Design. Developing Programs
and materials for language learning. New York: Cambridge
University press.
Group discussion student teachers’ research and
pedagogical proposals
Discussing and suggesting class planning and encounters
with school students.
Dialoguing with school and university mentors.
Planning, teaching and assessing English classes.
Collecting data and writing a pedagogical narrative
or reflective journal.
Students’ selected readings on regarding their pedagogical
and research proposal.
Marshall, C & Rossman, G. (1999). Data Collection Methods.
In Designing qualitative Research. p. 105-165. London:
SAGE publications.
Students’ oral presentations &Discussion
(Re)visioning language teacher education. In Language
teacher education for a global society. Kumaravadivelu, 2012.
Knowing in Language teacher education for a global society.
Kumaravadivelu, 2012.
Analysing in Language teacher education for a global society.
Kumaravadivelu, 2012
Complementary reading:
Amato, R. (2010). Making it happen. From Interactive to
Participatory Language Teaching-Theory and Practice.
Longman.
Supporting readings
Medina, P. (2015). Pedagogias insumisas.
Sharkey, J, Clavijo A & Ramirez, L, (2018). Developing a
deeper understanding of community based pedagogies with
teachers: Learning with and from teachers in Colombia.
Discussing and suggesting class planning and encounters
with school students.
Dialoguing with school and university mentors.
Planning, teaching and assessing English classes.
Collecting data and writing a pedagogical narrative
or reflective journal.
Group and individual feedback.
Students’ selected readings regarding their pedagogical and
research proposal.
 critical issue in equity, diversity and education. Or
Colombian applied linguistics articles on pedagogical
Collecting and analyzing data innovations.

Marshall, C & Rossman, G. (1999). Recording, Managing and

Analyzing Data. In Designing qualitative Research. p. 105-
165. London: SAGE publications.

Discussing and suggesting class planning and encounters

with school students.

Dialoguing with school and university mentors.

Planning, teaching and assessing English classes.
Collecting data and writing a pedagogical narrative
or reflective journal.
Group and individual feedback.

Weeks 14- Pedagogical Project/intervention: Planning, teaching Students’ selected readings regarding their pedagogical and
15 and assessing English classes. research proposal.

Students’ presentations on their pedagogical Group and individual feedback.

interventions: Second draft on advances,
assessment and limitations.

Week 16 Completing school work.

Working on the final document of the pedagogical
intervention.
Week 17 Students’ final paper & socialization of their Final paper
pedagogical interventions. Students’ oral presentations

METODOLOGÍA (Descripción de la metodología de acuerdo a las modalidades de trabajo contenidas en la normatividad de la

universidad: 1. Créditos académicos: trabajo directo, mediado y autónomo; 2. Competencias a desarrollar ver Artículo 4 Acuerdo No.
009/2006)

The methodology of this academic space will be addressed linking the theoretical and practical research and pedagogical
components.

CRÉDITOS ACADÉMICOS:

Direct Work: As part of the theoretical component, academic readings, class discussions, oral presentations and tutoring sessions
will be part of the direct work of this academic space. On the other hand, planning and performance of classes with their
corresponding materials will be aspects to bear in mind in the practical component. In brief, the direct work will be focused on these
two items:
 Class development: Planning and performance of their EFL classes at the educational contexts in Bogota.
 Reading reports, reflective papers, discussions, and oral presentations.

Collaborative Work: observations of students’ pedagogical intervention in classes will be the main strategy for the mediated work in
order to help them improve their process as teacher-researchers. So, these observations will be taken into account as follows
 Co-evaluation (School teachers and partners)
 University advisor’s observations

Autonomous Work: Students start implementing their pedagogical intervention. It is important for students to assume a permanent
attitude of researchers by observing, reading, participating in lectures, seminars, discussions, congresses and all sorts of activities
that allow them to enrich their pedagogical, research and future professional development. That is why the research and pedagogical
proposals will be socialized within the group several times before submitting them to the research committee for their approval. Briefly,
autonomous work will be focused on:
 Journals of classes, or pedagogical narratives (Description, reflection, action)
Advances in the implementation of the pedagogical intervention (instructional design)
The role of the mentor will be to act out as a main source of advice, counselor and guide to enrich training process and knowledge of
pre-service teachers. As it is a must for pre-service teachers to carry out a pedagogical innovation in the last cycle of the
undergraduate program at Universidad Distrital, in this semester students will reflect on their own teaching so that they can design
strategies for intervention or change, depending on their needs and interests.

EVALUACIÓN (Seguimiento evaluativo en relación con las competencias y modalidades de trabajo contenidas en la normatividad de
la universidad)

Assessment becomes an important component in the development of this course. It is to say that, all the activities proposed by
students and teacher need to be assessed, in order to see if they fit the purpose for the Pedagogical Experience and Research in
Secondary School II. For this reason, formative and summative assessment through observations, tutoring sessions, cooperating
teachers’ and university advisors’ recommendations will be implemented in order to make the necessary adjustments to carry out this
teaching practicum. It is worth highlighting the importance of reflection instead of memorizing concepts without a clear relationship to
real teaching practices, opinions both in oral and written form, creativity, language knowledge, as the assessment criteria to be
implemented. Meaningful contributions from pre-service teachers are expected: personal experiences, reflections, and argumentative
interventions that lead to discussions, are welcome in this course.

There will be three general grades, one each period, according to the University regulations. Each one will result from direct-work
(planning and performance in the teaching practicum) project development, cooperative and autonomous work obtained from students
individual conscious valuation guided by some criteria established in agreement with the university advisor and student teachers at the
beginning of the course.

Grading will be reported as follows:

FIRST PERIOD 35% SECOND PERIOD 35% THIRD PERIOD

30%

Direct work Direct work Final document of

Class development: Planning and 35% Class development: Planning and 45% the pedagogical
performance of their EFL classes. performance of their EFL classes. intervention and
Reading reports, reflective papers, Reading reports, reflective papers, its socialization.
discussions, socializations, and oral discussions, socializations, and oral
presentations. presentations.
University Advisor’s Observations University Advisor’s Observations
Cooperative Work Cooperative Work
Planning, co-evaluation (School teachers 25% Planning, co-evaluation (School teachers 15%
and partners) and partners)
Autonomous Work Autonomous Work
Journals of classes, or pedagogical 10% Journals of classes, or pedagogical 10%
narratives (Description, reflection, action) narratives (Description, reflection, action)
& Self-evaluation & Self-evaluation
Advances in the pedagogical intervention 30% Advances in the pedagogical intervention 30%

Attendance criteria:

Attendance to school and academic sessions is mandatory. Only the absences provided in the University’s Handbook (Reglamento
Estudiantil) and The Teaching Practicum Handbook (Reglamento de Prácticas) are allowed. However, excuses must be presented on
time to be accepted by university advisors. More than two absences without excuse do cause the end of the work in the school
context.
BIBLIOGRAFÍA, HEMEROGRAFIA, CIBERGRAFIA GENERAL Y/O ESPECIFICA:

Akbari, R. (2008). Transforming lives: introducing critical pedagogy into ELT classrooms. ELT Journal, 62, 276-283.

Amato, R. (2010). Making it happen. From Interactive to Participatory Language Teaching-Theory and Practice. Longman.
Prentice Hall Regents.
Bastidas, J.A (2017). More than a half century teaching EFL in secondary schools in Colombia. Tracing back our footprints to
understand our present. How (24)1, 10-26. http//dx.doi.org/10.19183/how/24.1.348.
Comber, B & Kamler, B (2018). Getting out of deficit: pedagogies of reconnection. Teaching education. Vol 15 N. 3. Septiembre 2004.
Cook, V (1999). Going Beyond the native speaker in language teaching. TESOL Quarterly, V 33 N, 2 Summer 1999. Pp 185-209
Crooks, G (2013). Critical ELT in Action. Foundations, premises, praxis. Routledge. Taylor and Francis, New York and London.
Cruz-Arcila, F (2013). Accounting for difference in teaching and learning in Colombia. Educacion y Educadores, vol 16 N. 1. Enero-
abril 2013. Pp 80-92.
Crooks, G. (2003). A practicum in TESOL. Professional Development through Teaching Practice. Cambridge.
Cambridge University Press.
Dubin, F., & Olshtain, E. (2000). The basis for curriculum and Syllabus Designing. Course Design. Developing Programs and
materials for language learning. New York: Cambridge University press.
Freeman, D. (2001). Teacher Learning in Language Teaching. Cambridge U.P.
Freeman, D. (1998) Doing teacher research. From inquiry to understanding. Chapter 5. Collecting and Analyzing Data. Canada:
Heinle & Heinle Publishers.
Granados-Beltran, C (2017). Re-visiting the need for critical research in undergraduate Colombian ELT. How 25-(1). Pp174-193
http//doi/ 10.19183./ how 25/ 3/155
Harmer, J. (2007). The practice of English Language Teaching. Longman.
Hedge, Tricia. (2000). Teaching and Learning in the Language Classroom. Oxford University Press.
Henderson, J. & Hawthorne, R. (2000). Becoming Transformative Curriculum Leadership. 2nd Edition. Pearson.
Johnson, B. & Christensen, L. (2004). Grounded Theory. In Educational research Qualitative, Quantitative & mixed Approaches (2nd
edition). P. 380-383. Boston: Pearson Allyn & Bacon
Kidd, W & Czerniawski, G (2011). Teaching Teenagers. A toolbox for engaging and motivating learners. SAGE: London UK
Kumaravadivelu, B (2012). Language teacher Education for a Global society. A modular model for knowing, analysing, recognising,
doing and seeing. Routledge, Tyler and Francis. New York.
Macalister, J. (2010). Language curriculum design. Routledge: New York.
Marshall, C & Rossman, G. (1999).Educational Research: Quantitative, Qualitative and Mixed Approaches. London: SAGE
publications.
Medina, P (2015). Pedagogias insumisas. Movimientos pedagogico-politicos y memorias colectivas de educación otras en America
Latina. Juan Pablos Editor: Mexico.
Merriam, S.B. (1997). Qualitative research and case study applications in education. Josser-Bass
Miranda, N. (2016). Bilingual Colombia Program: Curriculum as Product, Only? Working Papers in Educational Linguistics (WPEL), 31
(2) 19-38.
Nunan, D. (1991). Language Teaching Methodology. Prentice Hall.
Nunan, D. (1993). Research Methods in Language Learning. Cambridge
Richards, J. (2004). Reflective Teaching in Second Language Classrooms. Cambridge University Press.
Richards, J. & Rodgers, T. (2005). Approaches and Methods in Language Teaching. New York: Cambridge University Press.
Richards, J & Burns, A (2009). The Cambridge guide to Second Language Teacher Education. Cambridge University Press: USA.
Richards, J. & Renandya. Methodology in language teaching. Cambridge: Cambridge University Press.
Rodríguez-Bonces, M. (2017). A Basis for the Design of a Curriculum Incorporating Music and Drama in Children’s English Language
Instruction. PROFILE Issues in Teachers’ Professional Development, 19(2), 203-223. https://doi.org/10.15446/profile.v19n2.59583.
Saphier, J. & Gower, R. (2003) The Skillful Teacher. Research for Better Teaching, Inc., Bellows Hill Rd., Carlisle, Massachusetts
Sharkey, J, Clavijo A & Ramirez, L, (2018). Developing a deeper understanding of community based pedagogies with teachers:
Learning with and from teachers in Colombia. Journal of teacher Education. 1-14. American Asociation of Colleges for teacher
education. SAGE.
Soler, J, Walsh, C, Craft, A, Rix, J & Simmons, K (2013). Transforming practice. Critical issues in equity, diversity and education. The
open University press. London: Uk
Tudor, I. (2001). The Dynamics of Teaching and Learning. (pp. 28-48) In: The Dynamics of the Language Classroom. Cambridge:
Cambridge University Press.
JOURNALS & REVISTAS COLOMBIANAS:

 PROFILE (Universidad Nacional de Colombia)

 HOW (ASOCOPI)
 CALJ (Universidad Distrital)
 ENLETAWA (universidad Pedagógica y tecnológica de Colombia)
 ENUNCIACIÓN (Universidad Distrital)
 ÍKALA (Universidad de Antioquia)
 LENGUAJE (Universidad del Valle)
 FOLIOS (Universidad Pedagógica Nacional)
 MATICES (Universidad Nacional de Colombia)
 SIGNO Y PENSAMIENTO (Pontificia Universidad Javeriana)
 ACTUALIDADES PEDAGÓGICAS (Universidad de La Salle)
 REVISTA DE INVESTIGACIÓN (Universidad de La Salle)
 INVESTIGACIÓN EDUCATIVA Y FORMACIÓN DOCENTE (Universidad El Bosque)
 REVISTAS EXTRANJERAS:
  FORUM
 TESOL
 JOURNAL OF CURRICULUM STUDIES

BASES DE DATOS

 ProQuest
 Ebrary
 Jstor
 Sage