Pedagogical and disciplinary knowledge for teaching practice course

Secondary education level English

MINEDU - Dirección de Formación Docente en Servicio, 2022

Syllabus

1.1 General information

Addressed to Teachers of the PTC1

Duration 64 hours

Modality Online

2 Summary

This virtual self-training course aims to strengthen the professional skills of teachers
on their pedagogical and disciplinary knowledge within the framework of the CNEB
– Secondary Level – English.
To fulfill this purpose, the course has been organized in a unit called “Pedagogical
and disciplinary knowledge for the practice of the English teacher”, which includes
four sessions. The first session is called “Comprehension of written texts”, the second
session is called “Comprehension and production of oral texts”, the third session is
called “Production of written texts” and the fourth is called “Language Knowledge
and Skills: Use of English in real day-to-day life and in the TEFL field”. In these
sessions, the main pedagogical and disciplinary aspects of the competences of the
English area are addressed.

Prioritized competence of the Marco de Buen Desempeño

3
Docente MBDD

The course prioritizes the following competences of the MBDD:

Competence 1
Knows and understands the characteristics of all his/her students and their contexts,
the disciplinary contents that he/she teaches, the pedagogical approaches and
processes, with the purpose of promoting high-level capacities and the students’
integral formation.

1. Public Teaching Career.

Syllabus 1
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

4 Expected results

At the end of the course, the teachers are expected to achieve the following:

• Apply pedagogical and disciplinary knowledge in proposed situations in their

teaching practice.

5 The content structure of this course is as follows:

The content structure of this course is as follows:

Start of the course Hours

Course welcome video 2

Syllabus and participant guide
Challenging situation

Unit Sessions Contents Hours

Unit 1 Session 1: 1. Post-reading stage 15

2. Checking for understanding
Pedagogical Comprehension of
3. Response to the text
and disciplinary written texts
4. Transformation of the new knowledge into an
knowledge for the
application experience
practice of the
5. Post-reading teaching strategies
English teacher

Session 2: 2.1. Comprehension of oral texts 15

2.1.1. Post-listening stage
Comprehension
2.1.2. Thinking skills
and production of
2.1.3. Skill integration
oral texts
2.1.4. Reflection on the language from the text
2.1.5. Post-listening teaching strategy

2.2. Production of oral texts

2.2.1. Teaching methods
2.2.2. Task-Based Learning (TBL)
2.2.3. Content-Based Learning (CBL/CBI)
2.2.4. Problem-Based Learning (PBL)

Session 3: 1. Elements of a text 15

2. Persuasive writing
Production of
3. Social perspective
written texts
4. Semantics
5. Ethos, Logos, and Pathos
6. Strategies for persuasive writing

Session 4: 1. Language functions 15

2. Purpose of functions
Language
3. Classification of functions
Knowledge and
4. The linguistic expressions or exponents
Skills: Use of
5. Identify the language functions
English in real day-
6. Strategies for promoting the use of language
to-day life and in
functions
the TEFL field

Syllabus 2
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Cierre del curso 2

Encuesta de satisfacción

Total de horas 64

6 Methodology

To generate learning in the development of the course, activities organized in a training

sequence are proposed: Identify, analyze and check.
The training sequence of the course is described below:

IDENTIFY
A problematic situation is presented (precondition of an item) that requires a
pedagogical and/or didactic solution.

ANALYZE
Information of a pedagogical and/or disciplinary nature is developed that provides
support for the resolution of the problematic situation. It culminates presenting a list
of main ideas related to the solution of the problematic situation.

CHECK
Two precondition items are presented - multiple choice, with feedback for both the
correct answer and the distractors.

7 Means and resources

The course is made up of means and resources specially designed for the virtual
modality. The most important medium is the SIFODS platform, because, through it, all
the interactions between the participants are carried out, and activities, materials and
resources can be accessed. The participants have the following resources:
a) Participant guide: offers general guidance on the organization of the course
and obtaining the certificate.
b) Study materials: consider the contents prepared for the course, such as
lectures, graphic organizers, cases, proposed activities, among others.
d) Complementary readings and resources: presents a compilation of lectures
and audiovisual material, to which the participants will have access through the
toolbox.
These materials have been designed and prepared taking into account the average
work times and rhythms of teachers.

Syllabus 3
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

8 Evaluation

The evaluation has a formative approach and is considered a systematic and permanent
process.
The activities, all mandatory, will remain open during the development of each session,
so that the participants can resolve them at any time.

9 Certificate of participation
Participants who complete all course activities will receive a certificate of participation.

10 Bibliography
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Bailey, E. (April 5, 2019). Strategies to Help Students with Dyslexia Improve Reading
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Betti, M. (July, 2021). Aims and Objectives of Teaching Language and Literature.
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Ellis, M. (Jun 2, 2022). 6 Successful Persuasive Writing Strategies. Grammarly. Retrieved

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Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Guo, J. (2015). Inference-Making and linguistic skills in listening comprehension: An

observation of French students. Electronic Journal of Foreign Language Teaching 12(1),
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Insuasty, A. (2019). Enhancing Reading Comprehension through an Intensive Reading

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in TESOL. https://www.tefl.com.mx/inductive-and-deductive/

Ismail, Sunubi, A., Halidi, A., Amzah, Nannin and Kaharuddin. (2020). Paraphrasing
technique to develop skill for English Writing among Indonesian college students of
English. Sys Rev Pharm, 11 (11), 291-297. https://philarchive.org/archive/KAHPTT

Jamoom, J. (2021). EFL Students’ Needs for Improving Their Writing Skills. Scholars
International Journal of Linguistics and Literature, 4(4), 106- 111. https://saudijournals.
com/media/articles/SIJLL_44_106-111_FT.pdf

Kayi, H. (n. d.). Teaching speaking: Activities to promote speaking in a second language.
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Learn English. (2022). Learn English. Inductive vs. deductive teaching. https://www.
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LoGiudice, C., & Johnson, P. (2006). Spotlight on listening comprehension making

inference. Proedinc. https://www.proedinc.com/Downloads/31817Intro.pdf

Masurama, J., & Sripadab, P. (2020). Developing spoken fluency through task-based
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Mikeladze, T. (n. d.). Extensive reading. Academia. https://www.academia.

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Ministerio de Educación del Perú. (2018). Concurso para el Ascenso de Escala en la

Carrera Pública Magisterial - Educación Básica Regular Nivel Secundaria: Inglés. https://
evaluaciondocente.perueduca.pe/concursoascenso2018/ascensoinstrumentos/

Syllabus 5
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022

Ministerio de Educación del Perú. (2019). Concurso para el Ascenso de Escala en la

Carrera Pública Magisterial - Educación Básica Regular Nivel Secundaria: Inglés. https://
evaluaciondocente.perueduca.pe/ascenso2019instrumentos/

Ministerio de Educación del Perú. (2016). Currículo Nacional de la Educación Básica

[Archivo PDF]. http://www.minedu.gob.pe/curriculo/

Ministerio de Educación del Perú. (2016). Programa Curricular de la Educación

Secundaria. [Archivo PDF]. http://www.minedu.gob.pe/curriculo/pdf/03062016-
programa-nivel-secundaria-ebr.pdf

Nippold, M. Jeannene, E. & Fanning, J. (2005). Persuasive Writing in Children,

Adolescents, and Adults: A Study of Syntactic, Semantic, and Pragmatic Development.
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pragmatic_development/links/0046351acf91604180000000/Persuasive-writing-
in-children-adolescents-and-adults-a-study-of-syntactic-semantic-and-pragmatic-
development.pdf

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Sioco, E., & De Vera, P. (2018). Grammatical competence of junior high school students.
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Syllabus 6