Activity Guide and Evaluation Rubric – Task 1 Teacher

development reflection

Name: Juan Pablo Tinjaca Huertas

Tutor: Dina Esperanza Bonilla

Group: 518021_13

Universidad Nacional Abierta y a Distancia

Teacher Development

August 2021
 Activities to develop

1. Go to the unit 1 and read the text “The nature of teacher education”
Make a comparative chart of the teacher training, teacher development,
and teacher learning.

A:

Teacher Training Teacher Development Teacher Learning

The term training The term development Teacher-education
within the teaching within a teacher's processes derive
profession refers profession refers to the their rationale from
directly to activities growth of the teacher assumptions about
focused on the but without focusing on the nature of teacher
responsibilities of the specific work or activity, development and
profession, which are as well as serving a how it takes place.
often oriented toward long-term goal of
immediate or short- facilitating the growth of
term goals. teachers' understanding
of the teaching
profession and of
themselves as teachers.
Teacher training Teacher development This field has been
involves different involves examining called teacher
processes in the different dimensions of a learning (Freeman &
classroom: teacher’s practice as a Richards, 1996) and
- Training involves basis for reflective is involved with
understanding basic review and can hence be exploring questions
concepts and seen as “bottom-up.” such as the
principles as a Strategies for teacher following: What is
prerequisite for development also involve the nature of teacher
applying them to documenting different knowledge and how
teaching and the kinds of teaching is it acquired? What
ability to demonstrate practices: cognitive processes
principles and - Reflective analysis of do we employ while
practices in the teaching practices, teaching and while
classroom. examining beliefs, learning to teach?
- Teacher training values, and principles How do experienced
also involves trying - Conversation with and novice teachers
out new strategies in peers on core issues differ? These
the classroom, usually - Collaborating with questions are
with supervision, and peers on classroom themselves
monitoring and projects. dependent on our
getting feedback from conceptualization of
others on one’s the nature of
practice. language teaching
and our
understanding of the
knowledge, attitudes,
skills, and processes
we employ while
teaching.
The following The following examples In the case of the
examples represent represent the field of teacher
the perspective of the perspective of the learning they are
objectives of the field objectives of the field of divided into different
of teacher education: teacher development: conceptualizations:
- Learning how to use - Understanding how the - Teacher learning as
effective strategies to process of second skill learning
open a lesson language development - Teacher learning as
- Adapting the occurs a cognitive process
textbook to match the - Understanding how our - Teacher learning as
class roles change according personal construction
- Learning how to use to the kind of learners - Teacher learning as
group activities in a we are teaching reflective practice
lesson - Understanding the
- Using effective kinds of decision making
questioning that occur during lessons
techniques - Reviewing our own
- Using classroom theories and principles of
aids and resources language teaching
(e.g., video) - Developing an
- Techniques for understanding of
giving learners different styles of
feedback on teaching
performance - Determining learners’
perceptions of classroom
activities
The content and The strategy within the The content within
strategies for training development process is the teacher learning
content is determined through conversation process is
by experts and its about fundamental determined through
availability lies in issues and collaboration the various
standard training on classroom projects conceptualizations
formats or through with peers. and understanding of
prescriptions in the nature of teacher
methodology books. development.

2. Draw or design a time line representing the time you have been in
teaching or you have been learning English and mark these ‘significant
phases’ on it. Support them by an explanation. You can draw it or
design it on this page: https://www.visme.co/timeline-maker/

A: Link of the time line: https://my.visme.co/view/vd716d9j-

time-line-my-english-language-learning-process

3. Read the text “Teacher development through exploring classroom

processes” page 3 where you will find 5 assumptions about the nature of
teacher development and answer the following questions in the
collaborative forum:

- Do you agree with these assumptions?

A: From my perspective, all the assumptions have a realistic point of

view about the techniques, processes and procedures that the teacher
must take into account for their professional development, although
assumption 4 is the least accurate about how the experience is
detracted from the professional development of the teacher, although I
will expose my arguments about why I am of assumptions 1, 2, 3 and 5
and then why assumption number 4 should not be taken into account.

Assumption number 1 is very accurate, since a teacher who already has

full knowledge of the different components and dimensions of teaching
will achieve a better process by preparing in a better way the
educational process of the students through the knowledge acquired and
his preparation for such process.

Assumption number 2 is the one that most represents the reality of

teachers, since many rely on the opinion of experts or other people to
develop strategies and carry out the development of their teaching
without taking into account the method of self-inquiry as the main
source of information, in addition to the fact that it is oneself who has
the best perspective of how the educational process is developing and
therefore taking into account our own inquiry we will obtain better
strategies and therefore better results.

Assumption number 3 is linked to assumption number 2, although it

refers mainly to what the teacher does not know and what he/she has
not inquired about the positive and negative aspects of the teaching
process that he/she has been carrying out in the classroom and to learn
from this process of inquiry for the development of strategies and
methods for the improvement of the educational process of the students
and the teaching process of the teachers.

From my perspective, assumption 4 contradicts the previous

assumptions, since the knowledge base, self-inquiry and self-criticism of
the teaching process of a teacher becomes part of our experience from
which we always learn to progress positively in search of constant
improvement and not the emergence of methods and strategies
developed automatically which we consider more as an experiment than
as a way to solve the problems and deficiencies in the classroom.

Finally, assumption 5 on critical reflection, which is related to the first

assumption but poses reflective questions from which clarifications arise
for the development of strategies and for the teacher to be better
informed about what and how to do during the teaching process.

- What assumptions do you hold about the process of teacher

development?

A: From my perspective, I think that assumptions 2 and 5 perfectly

represent the concept of teacher development, since through self-
inquiry, the process of second language learning development is better
understood, and it not only helps the teacher to better understand the
process but also helps him/her in professional growth, and through the
process of self-inquiry can be achieved all the objectives within the field
of teacher development as the understanding of different processes and
characteristics of the teaching process and the development of different
styles and strategies for the improvement of the teaching process, and
with respect to the critical reflection of assumption 5, it can be
considered as the teacher's self-evaluation to ask reflective questions to
find the solution to the deficiencies and problems and to develop the
teacher in an effective and efficient way.

- What factors have influenced your development as a teacher, or are

likely to influence your development in the future?

In the future I think that the factors that will influence my development
as a teacher will be the support, I receive from both my colleagues and
students if a mistake is made or the results are not the desired ones, in
addition to constantly perform the process of self-inquiry to have full
knowledge of how I am carrying out the process of teaching students.

4. Take a screenshot of the participation in the collaborative forum and

add it to the final document.
References:
 Richards, J., & Farrell, T. (2005). The nature of teacher education.
In Professional Development for Language Teachers: Strategies
for Teacher Learning (Cambridge Language Education, pp. 1-22)
https://www-cambridge-
org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-
core/content/view/96372359645F7BA4386515D5B6A15266/97805
11667237c1_p1-22_CBO.pdf/nature_of_teacher_education.pdf

 Richards, J. C., & Lockhart, C. (1994). Introduction: Teacher

development through exploring classroom processes. In Reflective
Teaching in Second Language Classrooms (pp. 1–5) https://www-
cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-
cambridge-
core/content/view/5AB8BA6FF96D2A128287A67B6E5A9EE7/9780
511667169int_p1-
5_CBO.pdf/introduction_teacher_development_through_exploring
_classroom_processes.pdf