Particularities and characteristics of the course:
The is a methodological course (theoretical practical), which
is part of the path of the practical component of Bachelor's
Degree in Foreign Languages with an Emphasis in English in
its phase of Participant observation, which, it is developed
concerning a specific object of study, whose characteristic is
the person who observes, collects the information in the
natural environment of the object observed, thus becoming
a participatory method of collecting data that involves
interaction with the phenomena and/or events observed.
Numbers of Hours
This course is characterized by its close
relationship with problems registered in the
disciplinary fields and, of course, with the
structure proposed by the NIPs that make
up the center of the curriculum design of
the program oriented towards the Core of
the development of strengthening
pedagogical knowledge.
Number of phases
the course has and
what you need to do
in each phase.
The
Learning
Strategy is
organized in
5 Phases:
Phase 1: Recognition
Activity: The activities are:
Record a video where you
make a brief introduction
of the course, and you
give the main information
about the pedagogical
practice and the forms
you must use for the
pedagogical practice.
Phase 3: Participant - Observation Practice: The
activities are: Identify the main characteristics of the
theories related to foreign language acquisition.
Phase 5: Final Activity:
Demonstrate the capability
to identify the correct
learning style in a class
based on the students’
needs.
Phase 4: Practical Component -
Participant - Observation
Practice: The activities are:
Evaluate teaching strategies used
within the classroom based on
the student's learning
characteristics
Phase 2: Participant -
Observation Practice: Make
a significant analysis of the
factors involved in the
acquisition and learning
process of a foreign
language learner.
Learning outcomes and how
they are related to each
phase of the course.
The learning outcomes are linked to the course
activities and seek to strengthen students' skills
for the teaching of a foreign language using
appropriate methodologies, involving the use of
ICT within the teaching process, and applying
effective forms of evaluation.
Learning Outcome 1: Review the characteristics
of the course and the particularities of the
pedagogical and educational practice process.
Learning Outcome 2: Examine the factors that
influence the process of foreign language
acquisition and learning methodically and in
detail within the pedagogical practice
scenarios.
Learning Outcome 4: Evaluate teaching
strategies used within the classroom based
on the student's learning characteristics.
Learning Outcome 3: Compare the
main theories on foreign language
acquisition within the context of
the pedagogical practice scenario.
Learning Outcome 5: Set up a
proposal related to the new
assessment approaches in
the classroom environment.
Number of units
the course has.
Unit 1: Foreign Language
Acquisition, from the
theory to the practice. In
this unit, the following
contents will be addressed:
- Fundamentals of foreign
language acquisition and learning
- Internal and external factors in the
learning process, age, critical period,
motivation, attitude, aptitude,
psychosocial, economic, cultural aspects,
among others.
- Identify learning styles
through class
observation.
Unit 2: Learning trends in
Foreign Language In this
unit, the following contents
will be addressed:
- Current trends and methodologies
for teaching a foreign language.
- How to involve the use of ICT
in the teaching and learning
process in the classroom.
- New assessment approaches
Chapter's of Acuerdo reglamento
de Practicas Pedagógicas y
Educativas and the articles it has.
Referentes Normativos
In Colombia, since the Political Constitution of Colombia (1991),
laws, decrees and resolutions have been enacted by the Ministry
of Education. National, with the aim of regulating the educational
system in the country. In 2008, Law 1188 generated the reform of
the quality criteria for higher education programs from the
discussion on the Colombian Educational System, a document
that guided reflection and analysis on teacher training.
Based on this discussion, Resolution 5443 of 2010 is formulated and
Resolution 6966 of the same year modifies articles 3 and 6 of 5443 and
emphasizes pedagogical practices as the articulating axis of teacher
training defined in a minimum time. of one year in interaction with
preschool, basic and secondary education and gives universities autonomy
to establish the criteria of the pedagogical practices of teachers in training.
Then, over the years, changes continue to be made to various decrees in which regulations, parameters and conditions
are established around obtaining the qualified registration. With this regulation, educational and pedagogical practice
and research are strengthened as fundamental axes in the training of graduates and become the guiding thread of the
training process in such a way that its complexity increases exponentially as the student progresses in his or her degree.
In this panorama, educational and pedagogical practice is recognized as a formative process that involves the mastery
of knowledge and allows the development of skills to respond to the competencies of teaching, training and evaluation
and makes research an articulating axis for strengthening the exercise. teacher.
Principles of Action
1. Integrality of teaching pedagogical practice. The
teacher in training will be representing the UNAD at
the time of the internship, which is why behavior is
expected to meet the expectations that the academic
community has set in their practical exercise
2. Dialogicity between educational
actors. The teacher in training will
favor assertive, purposeful, and
respectful dialogue when there are
discrepancies with a member of
the educational community where
he carries out his practice.
3. Promotion of protective environments for children and
adolescents. The practitioners will promote in their practice’s
scenarios free of all types of discrimination and situations that
pose a physical or moral risk to children and adolescents.
4. Respect for differences. The practitioner will
adapt their didactic strategies, resources and
mediations, observing the different levels of
training, abilities and expectations of people.
He will base his practices on a constant
dialogue with all the people involved to
improve and make his practices relevant.
5. Excellence in service. The practitioner must be
aware of the enormous responsibility that
teaching includes, for this reason the teacher in
training is expected to be an example of work,
dedication, and respect for the profession.
Degree Programs in ECEDU
Definitions
Practical component: It is part of the curricular construction of the programs
of the Higher Education System and groups pedagogical and didactic
strategies, planned and organized, as an integrating scenario of knowledge
and doing in multiple contexts, from reflection, conceptualization, research
and experimentation, in physical, remote spaces or mediated by
information technologies, for the development of autonomous, meaningful
and collaborative learning, with the purpose of acquiring, generating and
strengthening disciplinary and professional competences in the student.
Pedagogical and educational practice PPE: It is a
comprehensive training curricular space provided for the
staging of the skills developed by the future teacher in
their training process as an education professional. It is
understood as a social, cultural, and academic practice
aimed at creating favorable conditions to promote new
relationships between the educator and its context.
Specific regulation of pedagogical and educational
practice PPE: Set of norms and guidelines stipulated
by each school or program, which regulate and define
the conditions and activities necessary for the
exercise of the practical component in the different
scenarios established for its development.
Nature of offer of the practical component courses:
The training route of the PPE of the degrees in the
School of Education Sciences are made up of
practical courses and methodological courses.
1. Methodological course. It emphasizes the theory-practice relationship for the
pedagogical and didactic development in processes, procedures, techniques,
methods, and methodologies necessary for the understanding, transfer, and
research in Knowledge of a disciplinary or professional field in context.
2. Practical course. Emphasizes knowing how to act through learning lying;
by its nature, favors the mobilization of theories, concepts and
procedures in simulated or physical
Teacher in training is a Person who is formally enrolled in an
academic undergraduate program at UNAD, carrying out, in a
processual and planned manner, academic and training activities
with the purpose of acquiring the competencies, quality standards
and learning results of the exercise and the teaching profession.
Ruta de Practica pedagógica y Educativa for your program.
Seminario de Pre-practica It is an ECEDU strategy that seeks
reflection and understanding of the process of pedagogical
and educational practices by the teacher in training and
administrative enlistment, so that the student has the
optimal conditions for the development of their PPE in the
period or periods respective academics.
ESAPEC In order to respond to the quality criteria required by pedagogical
and educational practice, ECEDU defines the "Strategy for face-to-face
accompaniment of the ESAPEC School of Educational Sciences" which
consists of a certain number of synchronous accompaniments to groups
of practicing students, in interaction of the ECEDU practice
accompaniment teachers of each course, as established by the
pedagogical and didactic criteria of each course and in correspondence
with the number of contact hours in the practice scenario.
Simulador The ECEDU from the training route of pedagogical
and educational practices, links in the development of the
pedagogical and educational practices courses the
Pedagogical Practices Simulator as an academic tool that
allows the students of the Degrees, to propose and carry out
simulated pedagogical and didactic practices , leveraged in
problem situations, to strengthen competencies typical of
graduate training, which can then be applied in their field
practices in different learning environments.