TEACHER DEVELOPMENT

INITIAL ACTIVITY

BY YAMID ROJAS LOPEZ

CODE: 1087996264

GROUP: 551023A - 471

TEACHER: ASTRID LEMOS

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

LICENCIATURA EN INGLÉS COMO LENGUA EXTRANJERA

FEBRERO DEL 2018

GIRARDOT – COLOMBIA
TASK 1: ANSWERS THE QUESTIONS

1. Why professional development is important for language teachers?

According to the article by Jerez, S. (2008). Teachers' (attitudes towards reflective

teaching) it is important that teachers develop optimal conditions so that learning is
desirable to the student. Teacher training has as its central objective the acquisition of
learning to perform in the work of teaching and this is achieved if a reflective teaching is
applied, with reflective thinking skills and with teaching practice.

2. What are some of the problems language teachers face in the first years of
teaching?

The beginning teachers often face multiple problems due to his little experience and to the
lack of relationship between the process of university education and professional life,
among which, on many occasions, there are an abyss. In addition, the newly-beginning
teacher ends his role as a student, in which he is usually accompanied, begins a new role,
which often It is characterized by loneliness and isolation. Most of the time, the only space
that an ELE teacher has had to face a group of students has been the teaching practice.

3. How can teacher development contribute to institutional improvement?

Teachers can promote institutional improvement by contributing to decision-making in

accordance with the needs of institutional development, optimizing teaching-learning
processes, designing and implementing global and focal actions that promote student
achievement, and that are constituted in essential mechanisms for continuous improvement.

In turn, students, with the guidance of teachers, can identify strengths and weaknesses in
the development of their competencies for life, and thus participate in the processes of
continuous improvement and evaluation in the classroom. Likewise, the evaluation fosters
the communication channels between the different members of the educational community
(teachers, managers, students, families), and makes common educational goals shared,
related to an integral formation and with the acquisition of the necessary competences. to
perform effectively in the society.
 TASK.2 CONCEP MAP
Concept
During the study I observed a
process that eventually led to
the identification of the two
participants'
Dewey´s process of
reflection.
I registered in this course
to see what I can learn;
we hardly ever have the
change to take an English
course so that we have to
do whatever we are
offered
The participants'
recognition of a virtual
need for improvement and
innovation seemed to be
present on which mT5V#
Teacher Development
What is reflective thinking?
Concept
Teachers' attitudes towards
reflective teaching were
identified at the beginning of the
study, during and at the end of
it.
Teachers’ reflective
thinking.
The following are the
observed attitudes of the
two teachers: Tension,
anxiety and defensiveness,
and recognition of a need
for change and innovation
María was usually
enthusiastic about her
teaching actions. She also
seemed to be updated as
well as interested in the
latest trends in education
he unknown Q5V
Concept
They were observed, registered
in the researcher's diary and
discussed and verified by the
teachers in the interviews.
Teachers` innovation.
Teachers were apparently
conscious about it and
their participation in the
PDP was not only for the
credits this would give
them but also for their
desire to change their
I registered in this course to
see what I can learn; we
hardly ever have the
change to take an English
course so that we have to
do whatever we are offered
Q5V&
 General conclusions.

It also allowed them to develop certain skills to become reflective such as to start
working with colleagues, communicate ideas, look critically at their actions and
evaluate the process they were following.

TASK: 3 THE INFORMATION ABOUT THE INSTITUTION FOR THE

OBSERVATION TASK.

a. Name of the institution: Military school Tolemaida

b. Place or city: Nilo Cundinamarca
c. Name of the English teacher: Andres Enciso
d. Scheduled days for the observation tasks (2 days). It is important to check the course
agenda in order to choose two days (2 hours in each session): Friday and Monday
e. Grade: Fourth
f. Number of students: 12

TASK 4: SCREENSHOT OF THE WHATSAPP GROUP