Plan de Trabajo Curso de Práctica Pedagógica

 

PLAN DE TRABAJO CURSO DE PRÁCTICA PEDAGÓGICA LICENCIATURA Licenciatura en lenguas extranjeras con énfasis en ingles

TIPO DE PRÁCTICA

CURSO DE PRÁCTICA

Theoretical - practice

Methodology in Foreign Language Teaching, Code 518005

DOCENTE EN FORMA DOCENTE FORMACIÓN CIÓN Jhon Alexander Romero

DOCENTE DOCENTE ACOMP ACOMPAÑAMI AÑAMIENTO ENTO UNAD DOCENTE DOCENTE I. E. Angie Lorena Salgado Rivas Maria Ines Arevalo

INSTITUCIÓN EDUCATIVA Colegio San Bartolomé

POBLACIÓN 8 y 9 grado

No. HORAS TRABAJO IN SITU 48

PROPÓSITOS DE FORMACIÓN DEL CURSO  horas

The academic course Methodology in Foreign Language Teaching is part of the specific disciplinary field of the specific disciplinary component of the program. It is a methodological course (Theoretical-practical), which belongs to the path of the practical component of the Bachelor of Lenguas Extranjeras con Énfasis en Inglés, in its Observation - Participant phase, which is developed concerning a specific object of study, whose characteristic is that the observer collects the information in the natural environment of the observed object, thus becoming a participatory method of data collection that involves interaction with the phenomena and/or events that are observed. For this course, students must develop 48 hours, 32 hours IN SITU, in public or private educational institutions, and 16 hours certified by your UNAD tutor based on the practical activities of the course. The problem core of the course is NP2: Pedagogical and didactic strategies with the use of ICT for strengthening teaching in foreign languages. Taking into account the above, the learning outcomes corresponding to each of the activities found in the

 

course structure seek to strengthen the pedagogical skills to teach a foreign language. The use of ICT plays plays an import important ant rol role, e, applyi applying ng eff effect ective ive method methodolo ologie giess and strategies in the teaching process. In the same way, the course integrates into the purpose and in the learning outcomes, the structure of the NIP of the program, which makes up the center of the curricular design oriented towards the strengthening of the pedag ped agogi ogical cal knowle knowledge dge of the teache teachers rs in traini training, ng, and it answer answerss th thee fol follow lowing ing problem question; how can be strengthened the pedagogical and didactic foundations with the use of ICTs in the foreign language teaching and learning for contributing to the training of innovative teachers acting in different contexts? In the course course,, th thee BasedBased-on on Scenar Scenarios ios (ABE) (ABE) pedago pedagogic gical al strat strategy egy will will be used used through tasks, chained one to another, with a series of activities as the central core of  teaching Methodologies appropriation. This course is divided into three units as there are three credits. The units refer to specific specif ic knowledge knowledge fields about about methods, methods, approache approaches, s, and designing of language language teaching lessons, constantly drawing connections between theory and practice and encouraging reflection on students’ language learning and teaching experience. The first unit of the course named Early Methods seeks student knows the first teaching methods, as well as their history and the reasons for their emergence. It also contains key pedagogical concepts for teaching foreign languages. The second unit named Recent Methods shows the methodologies that played an important role in the search for better methods and techniques for teaching foreign langua lan guages ges.. Beside Besides, s, it shows shows the evolut evolution ion of the method methodss throug through h the years, years, according to the socio-cultural changesMethods of their time. The third unit named Communicative introduces students to the new trends in teaching methodologies, which are focused on strengthening the communicative skills of language students, which represents a great change in the process of foreign language teaching. The information contained in the different units will allow students to re-examine the appropriateness of certain techniques in their context and to consider the different ideas advocated in educational philosophy and pedagogical theory. The student uses the observation protocols to analyze the dynamics in the classroom and the teaching

 

meth me thod odss ap appl plie ied d in real real ac acad adem emic ic cont contex exts ts.. Th Thus us,, th thee st stud uden entt prop propos oses es new new methodologies and strategies based on their interpretation and the characteristics of  each academic context. This course has the following scenarios for the development of pedagogical and educational practice activities: OBJETIVOS DEL CURSO

The course learning purpose is the following: Recognize the main characteristics of foreign language teaching methodologies in virtual and face-to-face environme envir onments nts through the developmen developmentt of different different types of tasks and observation observation protocols to be applied applied in practice and real settings.

CRONOGRAMA DE ACTIVIDADES ACTIVIDAD

FECHA 23 august -5 september

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Phase 2: Scenario 1. Interpret the the information obtained from d different ifferent data collection instruments through participatory observation for the application and adaptation of activities in virtual and face-to-face contexts. 12 hour ( observation – participation ) 2 hours material development 

6 september– 3 october

4 october – 31

Phase 1: Initial Activity .Reflect on the role of methodologies and strategies for foreign language teaching, through the recognition of their own educational experiences.

 

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Phase 3: Scenario 2. Propose methodologies, strategies, and activities, according

 

to the characteristics and pedagogical needs of their students, based on the information obtained from their observation practices.

october

12 hours (observation – participation ) 2 hour material development 1 november – 28 november

29 november – 12 december

  Phase 4: Development of the practical component - Scenario 3. Recognize the factors that influence the choice of approaches and methodologies in foreign language teaching through participant observation. 12 hours (observation – participation ) 2 hour material development

Phase 5: Final Activity. Reflect on the importance importance of methods and approaches in second language teaching and learning. 3 hours Esapec 2 hours E portfolio 

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