Escuela de Ciencias de la Educación

Componente Práctico
FIELD JOURNAL FORMAT
OBSERVATION PRACTICE
To be completed by the teachers in training

The FIELD JOURNAL is one of the favorite tools to systematize experiences and
research that generate a considerable volume of information; It allows the
systematic recording of the observations, experiences, experiences and
perceptions of the participating actors.

Analyzed by authors such as Latorre, 1996 and Martínez L, 2007 as a training

instrument and didactic strategy, in pedagogical practice it constitutes a tool that
develops observation and reflective thinking. The registration of information in
the Field Diary must be supported with the result of the execution of the planned
activities to describe the development of the class, the impressions and emotions
that occurred before, during and after each session of the pedagogical practices.

FIELD JOURNAL No. 2

This format must be completed digitally and delivered to the classroom in PDF.
Date: 08-04-2021 Start Hour: 5:00 pm Open Hour: 7:00 pm
Educational institution: Theme:
SINEP: Ombrella Project School Government
Name of the teacher in Solange Soler
training:
Degree: Foreign languages with an emphasis on English

Name of the UNAD

Accompaniment teacher: Ana María Calderon García
No. of Students or
participants: 12 Grado: Ciclo II

Activity, process or class

in which it participates: Observation practitioner.
Purpose of the activity, process or class in which you participate:

The purpose of the activity was to guide the students in their learning process

based on the different themes established in the guide, which will be used for

the development of activities during the academic moment, where the students

had to respond to the different questions posed. by students during class.

IMPLEMENTATION CONTEXT

Esta clase fue desarrollada por el maestro Nelson Herrera, en la Fundación

Ombrella (SINEP: Proyecto Ombrella Virtual). Este docente buscar brindar el

apoyo a los adultos del ciclo I que están en campo del aprendizaje y que no

pudieron desarrollar su primaria y secundaria, este grupo de aprendices tienen

la edad entre 30 y 50 años, son personas que buscan adquirir nuevos

conocimientos y eliminar el analfabetismo de sus vidas, por lo que son muy

dinámicos y participativos en la clase.

DESCRIPTION:
The teacher enters the virtual room and gives a

Describe the initial fraternal greeting to her students and begins the
moment:
class by addressing the issue of school

government.
The teacher Solange taught the area

Communication skills, where she proceeds by

sharing a power point presentation on the subject

to be taught during.
Describe the
development of the The students debated about the school
Session
government, where each student had to give their

school proposals to run as representatives during

the class, the teacher asked her students to take

notes on the issue they were addressing at that

time. Then the teacher shared a video about

school democracy and asked each of her students

to give their opinion on school democracy and

finally the teacher assigned some small activities

to her students during class.

On the other hand, outside of what was observed

 in the class, the MEN (2004) teaches that the

Student Government is one, but with two visions:

classroom government and school government,

both made up of a president, vice president,

secretary, treasurer, student representative and

personero.

At the end of the class, the teacher makes a brief

contextualization on the topic worked on in the

class and chooses the school representative.

According to the classroom government, it bases,

guides and motivates the student, explaining what

the student government is and its importance.

Describe the didactic On the other hand, in the class it was possible to

strategies developed observe the good development of communication

and how they favor the between the teacher and the students in the class,

appropriation and strengthening the appropriation of the

learning of the metacognitive knowledge of each student,

disciplinary involving the disciplinary fundamentals worked in

fundamentals worked the class, to acquire new knowledge and get a

on. better education through virtuality.

Finally, the National Open and Distance University

(UNAD), designed the thematic contents to work

with the students, to respond effectively to the

needs of the students and modify the teaching

processes in education.
 According to the DBA, Quality education is a

fundamental and social right that must be

guaranteed for everyone. With the above, the

students were able to recursively acquire the

Conclusions themes given by the teacher, enhancing their

metacognitive knowledge during class by getting

to know each other.

In conclusion, the class was conducted virtually,

which is why it bases the interest of the students,

not only strengthening their theoretical and

practical knowledge acquired in the class, but also

strengthening the use of ICT, to apply them in

their process teaching.

INTERPRETACIÓN
According to the DBA, it presupposes the

Identification of development of knowledge, skills and values that

qualities, abilities, form the person in an integral way.

attitudes, competences, In the development of the class, it was possible to

paradigms, mental observe the motivation, skills and positive and

models, judgments, participatory attitudes of each student during the

emotions and beliefs contextualization of the class.

that occur in the session As for the teacher, he was very attentive when

responding to each of the students' concerns and

formed the class scenario in a space of

 participatory integration and motivation, in this

way they were fed with sufficient discernment and

obtained effective learning.

On the other hand, the teacher showed his

professional competence at his level of training,

creating scenarios of participation and motivation,

achieving effective and meaningful learning with

his students.
ARGUMENTATION

Analyze how the First of all, we must bear in mind that teaching

processes influence the practice is the empirical space, to carry out the

academic, personal and practices with her students, in this case the

professional teacher shows a good relationship with her

relationships that occur students, creating and building spaces for

in the educational field interaction and participation, enriching learning of

of the teacher in each student.

training These observed aspects are very important in our

training as future teachers, because they allow us

to acquire new knowledge, to apply them in our

future training classrooms.

EVALUATION
Aspects in which you In my opinion, I consider that when implementing

as a teacher in a class like that of the teacher Nelson Herrera, it

training consider that seems to me that it is perfect, because it

you can improve in the implements the debate during the subject to work,
observed session making the class more dynamic and recursive,

since during the class I socialize with all students.