Education

Experiences of a teacher in training

1.1 Skills and competence as a language teacher.

Pedagogical practice exposes the experience as a meaningful text that allows analysis, interpretation, and action, by incorporating pedagogical knowledge into the school context. Furthermore, it enables communication in relation to knowledge, method, teaching and learning subjects.

Being a good English teacher requires a combination of technical and personal skills. In addition to having a strong command of the language, it is also important to have knowledge of teaching methodology, strong interpersonal skills, and a commitment to continuous learning. 

Student works 

             

Guide to teaching material presented during the pedagogical practice process. 

Teaching materials, also called teaching aids or teaching aids, can be any type of device designed and produced with the intention of facilitating a teaching and learning process, that is, facilitating the teaching of teachers and the learning of students.

Click on the following link to see the preparation of the teaching material.                                          https://drive.google.com/file/d/1RAWg3NlD5apbV4YDVAmy6nZgHfh6RP_e/view?usp=sharing   

Photos of the process.  

1.2 Classroom management and organization.

Principles, approaches, and beliefs

The development of classes in the classroom allows the teacher-in-training to improve their process also consolidate learning for their professional growth. However, the development of the practice was based on the following pedagogical principles:

•  Put the student and their learning at the center of the educational process.
• Consider the student's prior knowledge.
•  Offer support for learning.                              
• Know the interests of the students.
•  Know the interests of the students.

Likewise, throughout the class it was observed that the learning approach was based on cooperative learning. This learning style promotes collaboration between students to achieve common goals. It is based on the idea that teamwork and peer interaction can improve understanding and retention of material. For its application, teachers are required to be able to organize group learning activities where students work together to solve problems, discuss concepts, and create projects. This encourages critical thinking, communication, and empathy among students.

How to teach large groups of students?

Through the development of pedagogical practices, the strategies used to work with too many students were based on the following:

• Plan your classes very well.
• Transform the class into small work groups.
• Control the time.
• Implement the use of technologies.
• Group games.
• Group written activities.
• Exhibitions. 

Effective activities within the classroom.

Within the activities for the development of the class, role-playing games, simulations, board games or even team competitions were used. In this sense, classroom games serve to review content, reinforce learning, and promote collaborative work. 

What technologies to use in the classroom? 

Digital tools allow the acquisition of digital skills, promote digital literacy, and encourage the ability to adapt and continue learning. However, the most used within the practice process were applications such as Duolingo and Liveworksheets designed by the teacher.

      

          

Professional Development

From the beginning of my training process as a teacher, I consider that I began with fears of facing the reality of the educational context, it is a process that I think happens to the vast majority, however, as time passes one experiences new situations and acquires Confidence in your process. Within my process I have experienced different situations that have enriched my process. Likewise, I have deepened my knowledge, I have reflected, and I have improved my profile. Pedagogical practices are a process that improves our teaching profile and allows us to advance further and further.

On the other hand, the development of the course provides a lot of knowledge within my process, because through this course fundamental aspects are acquired that help me improve and build an excellent teacher. It was a very supportive course and deserves to be congratulated for contributing to the construction of better teachers for our country. 

Investigation chart       

Critical incident

Case analysis

Context: The educational institution is made up of different grades of primary, secondary, and high school, some students demonstrate excellent performance in the area of ​​English, while others have a low level. Students show interest in areas such as physical education while there is little interest in English.

Problem/issue: When developing a class with high school students, complex situations are found such as that it is not easy for some students to learn knowledge in the area of ​​English, which lowers the level of performance and allows us to know that the methodologies are not working, in addition, they are not correct, and they are not adapt to the different learning styles of students.

Solution/response: To improve the teaching processes in the area of ​​English, the teacher decided to implement another type of methodology to develop her class. Promote English learning and develop English language skills by implementing gamification in the classroom. Games are usually a different alternative to develop learning, and they also take students out of monotonous classes. The game is a fun way that should be brought to the classroom to improve the teaching-learning processes and create significant knowledge.

Step Three: Information sources.

García, I. (2019). Escape Room as a gamification proposal in education. This work addresses gamification as a learning strategy, showing the benefits derived from its implementation in the classroom and specifying a gamification model such as the Escape Room. https://hekademos.com/index.php/hekademos/article/view/17

Corchuelo, C. (2018). Gamification in higher education: innovative experience to motivate students and energize content in the classroom. https://www.edutec.es/revista/index.php/edutec-e/article/view/927

Saucedo, M; Cedeño, G. & Hurtado, M. (2018). This article shows the implementation of Gamification as a playful methodology to carry out the teaching/learning process in the use of technology. https://revistas.utb.edu.ec/index.php/magazine/article/view/1078

Approaches to classroom investigation in teaching

©        Which of the procedures discussed in that chapter would be most appropriate for gathering information from the issue you found in the critical incident and case analysis, simulator: teaching journal, lesson reports, surveys and questionnaires, audio and video recording, or observation?

Starting from the reading and all the processes carried out through the development of the pedagogical practice, I would consider that all the procedures are important for the collection of information about the problem. Likewise, I consider that a single procedure is not enough to acquire all the information about the problem. Well, the Teaching Journal allows you to keep a written record of situations in the classroom; this type of instrument helps to record events and generate knowledge. Using a teaching diary helps to describe significant aspects of the experiences, helps as a reminder, also helps the teacher to reflect on their professional work. On the other hand, lesson reports are a structured list that allows teachers to describe their memories of the main features of a lesson. This type of instrument allows the teacher to monitor the situations that arise in the classroom. On the other hand, Surveys and questionnaires are useful ways of collecting information about the affective dimensions of teaching and learning: such as beliefs, attitudes, motivation, and preferences, and allow the teacher to collect a large amount of information relatively quickly. Finally, Audio or video recording of lessons are an instrument that allows us to collect information that will be recorded forever and can be accessed as many times as necessary and acquire exact information. Schratz (1992) comments: Audiovisual recordings are powerful instruments in the development of a teacher's self-reflective competence. They confront you with a mirror-like "objective" view of what happens in class. Additionally, class recordings are saved for later use; they can provide valuable insight into an individual's growth in teacher experience over the years. So, analyzing the advantages of each instrument to collect information, the most appropriate instrument to consolidate information would be Audio or video recording of lessons because these allow clear information about exactly everything that happened in the classroom, showing information that is correctly true and at the same time it is evidenced.

©        What are the advantages and disadvantages of the procedure you selected?

Considering that all instruments do a great job in collecting information in educational research, I decide to choose audio and video recording, or observation for different reasons. For example, one of the advantages of recording is that it can be played back and examined many times and can capture many details of a lesson that cannot be easily observed by other means, such as the actual language used by teachers or students during a lesson, Likewise, this type of instruments allows the teacher to develop self-reflective competence, etc. This instrument allows the teacher to have clear and lasting evidence about the situations that arise in the classroom.

However, among the disadvantages of this instrument is that the videos require a lot of analysis time, likewise, the recordings have a limited scope, for example, it can only capture students sitting in the front row. Well, all instruments to collect information are fundamental in the classroom, it is evident that they all have their advantages and disadvantages, therefore, it would be a good strategy to implement several instruments to collect information in research situations. 

                                       References 

Richards, J., & Farrell, T. (2005). Case analysis. In Professional Development for Language Teachers: Strategies for Teacher Learning (Cambridge Language Education, pp. 126-142). Cambridge: Cambridge University Press. https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/content/view/E25F5014B3FDBCF0C658345221DDDA72/9780511667237c9_p126-142_CBO.pdf/case_analysis.pdf  

Richards, J., & Farrell, T. (2005). Teaching portfolios. In Professional Development for Language Teachers: Strategies for Teacher Learning (Cambridge Language Education, pp. 98-112). Cambridge: Cambridge University Press. https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/content/view/9BB5FD88D7F6102D39031F6C209AB406/9780511667237c7_p98-112_CBO.pdf/teaching_portfolios.pdf

Richards, J., & Lockhart, C. (1994). Approaches to classroom investigation in teaching. In Reflective Teaching in Second Language Classrooms (Cambridge Language Education, pp. 6-28). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511667169.004. https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/content/view/815624C4FFB19FA55533CCADD58BCBA3/9780511667169c1_p6-28_CBO.pdf/approaches_to_classroom_investigation_in_teaching.pdf    

     Ur, P. (1999). Classroom discipline. In A Course in Language Teaching Trainee Book (Cambridge Teacher Training and Development, pp. 120-125). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511732928.020. https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/content/view/68FBCF53DA64DDA02181768B9492ADE1/9780511732928c18_p120-125_CBO.pdf/classroom_discipline.pdf