Curso que acompaña a los estudiantes en práctica final. Coordinación Académica, Priscilla Echeverria

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Universidad Alberto Hurtado
Facultad de Educación
Carrera Pedagogía en Inglés
Academic Act
:
Taller de Reflexión de la Práctica Educativa III
Code
:
1911
Credits
:
10
Character
:
Compulsory
Type
:
Workshop
Semester
Teachers
:
First semester 2013
Section 1: Carmen Cecilia Montes montescarmencecilia@gmail.com
Section 2: Mauricio Miraglia mmiragli@uahurtado.cl
Schedule section 1
Schedule section 2
:
Mon 3.00 pm E54 /Fri 4.30pm E54
Tue 1.30 pm K58 / Fri 4.30pm E63
Teacher Assistant
:
N/A
Description:
This is a workshop for student- teachers at Universidad Alberto Hurtado aiming at learning and reflecting from and about their teaching practice. The workshop provides the context for participants to sustain a critical and ireflective process based on their teaching experience. The sessions are designed to offer the students the opportunity to explore their teaching practices and educational reality in which their practicum takes place. They observe, identify and look into problematized situations to analyze the context as an opportunity of transformation. Participants engage in collaborative as well as individual work and tap into their own school experience. The course contributes to our graduate profile by engaging students in teamwork, critical thinking, in-depth reading/listening and quality reflection that give evidence of their pedagogical thinking and decision making as educators and professional EFL teachers in Chilean schools in the 21st century.

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Purpose
The course attempts to promote:
- a better understanding the need of a critical approach towards teaching and educational realities;
-an analysis of personal teaching practices and educational realities rooted in experience and genuine academic interest;
- an ability for independent search and selection of relevant theoretical frameworks and pertinent literature;
- a capacity to identify, explore and design courses of action provoking change in light of problems posed in their classes and their educational community;
- an attitude to enable a research attitude, team work and collaboration in professional and academic contexts.
Contents:
The course revolves around the following main content areas
1- Understanding what, how and why we teach: teaching practices and contemporary approaches to the teaching of English.
2- Lesson planning and curriculum from a critical perspective: the design of learning (transformational) experiences;
3- Critical praxis: from action research to transformation.
Methodology
This course promotes activities from a communicative and critical paradigm, whereby a permanent and rigorous work of problematization of reality, inquiry, discussion and reasoning allows student-teachers to navigate from their beliefs and/or common sense to the explanation of their own experiences in order to build a richer and well-informed pedagogical knowledge in TEFL. With this student-teachers are expected to move from problematization to a proposal stage that entails self-involvement and practice as a starting point.
Course participants take the lead by raising situations, posing questions, discussing selected bibliography and proposing actions based on their practicum context. Readings and personal connections will be individually registered in “reading cards”.
Teamwork, collaboration, professional reflection, self-criticism and disposition to listen to criticism are important components to successfully complete this program.
The teacher in this course is a facilitator and a mediator amongst teaching / learning practices and experiences.

3. 3
Assessment
Assessment relies both on group and individual work as specified below:
Assessment events:
a- Critical perspectives on methods and approaches: 20% group presentation
b- Critical analysis of lesson planning: 20% group presentation
c- Final project, planning – design proposal from a critical perspective: 20% group presentation.
d- Reading cards: a template is available for you to download from Virtual. Reading cards are always individual and based on one of the articles in each module. You will submit three of them: 40%
Grading
All assessments are graded on a scale from 1.00 to 7.00 where 70% means a passing 4.00.
As agreed by faculty members, there will be NO rounding up of final marks between 3.94- 3.99. These, therefore, will remain as non-passing red marks.
Graded assignments must be submitted in either hard copy or electronically as requested by your teacher for each assessment instance. Late assignments will not be considered for correction and will be marked with the minimum grade of 1.0.
Attendance
Although attendance will not be a requirement to pass this course, it is highly recommended the students attend 100% of the sessions and arrive on time. Students who fail to attend a scheduled assessment event will be graded with the minimum grade 1.0. Only a medical certificate will allow a student to request a rescheduling of an evaluation. If the event corresponds to a group or pair event, the other members will have to present. These certificates must be submitted to the Academic Coordinator no later than 48 hours after issuance.
Assignments & self-study
Students must complete assignments for a given lesson. Failure to do so adversely affects progress in class and negatively impacts individual and class performance as well as your practicum experience and final grades.
On Plagiarism
WARNING: Todo acto de deshonestidad (Ej: plagio) será severamente sancionado. La primera vez el trabajo tendrá nota 1,0, y la segunda vez podrá significar la suspensión de la carrera y posterior expulsión de la Universidad. (Reglamento académico Título VI, Art.21)
Please learn more from our Student’s Handbook (http://uahengped.wordpress.com) available through Virtual. Plagiarism will be reported to the Academic Coordination.
Written work needs to comply with APA formatting, especially when citing authors and or websites, and including in-text citations.

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Pedagogical Resources
REQUIRED 1. Cohen , L., Manion, L., & Morrison, K. (2011). Research methods in education. (7th ed.). NY: Routledge. 2. Giroux, H. (2011). On Critical Pedagogy. New York: Bloomsbury Academic 3. Grundy, S. (1987). Curriculum: Product or praxis? The Falmer Press.
4. In Language Teaching, which is more important: Language or Teaching? Penny Ur.
5. Richards, Jack C. and Farrell, Thomas S.C. Practice Teaching: A Reflective Approach. Cambridge University Press. 2011 6. Ur, P. (2013). Language-teaching method revisited. ELT Journal, 67(4), 468-474. Retrieved from http://eltj.oxfordjournals.org/content/67/4/468.full.pdf html
SUPPLEMENTARY
7. “Learner Motivation and interest” (A Course in Language Teaching by Penny Urr. Part VI. Module 19. Cambridge University Press. 1999)
8. Being a student teacher (Navigating Initial Teacher Training by Andrew J. Hobson, Angie Malderez & Louise Tracey. Section 2, Chapters 5, 6 & 7. Routledge Taylor & Francis Group. 2009.
9. Class-Centered Teaching: A Framework for Classroom Decision Making by Rose M. Senior (Pedagogy and Practice in Second Language Teaching edited by Anne Burns and Jack C. Richards. Chapter 4. Cambridge University Press. 2012)
10. Factors affecting a second language learning (How Languages are Learned by Patsy M. Lightbown & Nina Spada. Chapter 3. Oxford University Press. 1999)
11. Freire, Paulo. Pedagogy of the oppressed. London: Penguin Books. (1972).
12. Habermas, J. (1972). Knowledge and Human Interests. London: Heinemann
13. Learner-Centered Teaching by Phil Benson (Pedagogy and Practice in Second Language Teaching edited by Anne Burns and Jack C. Richards. Chapter 3. Cambridge University Press. 2012)
14. Lesson Planning (A Course in Language Teaching by Penny Ur. Part V. Module 15. Cambridge University Press. 1999)
15. Observing second language teaching (How Languages are Learned by Patsy M. Lightbown & Nina Spada. Chapter 5. Oxford University Press. 1999)
16. Reflective Pedagogy by Kathleen A Bayley (Pedagogy and Practice in Second Language Teaching edited by Anne Burns and Jack C. Richards. Chapter 2. Cambridge University Press. 2012)
17. Russell and Korthegen, Eds. (1995) Teachers who teach teachers. Reflections on teacher education. Falmer Press
18. Shulman,L (1986) Those who understand: Knowledge growth in teaching. Stanford University.
19. Slavin, R.E. Educational Psychology. Theory and Practice. Boston. Allyn & Bacon. 2003

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Weekly Plan
Session
Date
CONTENTS
1
03/14
Introduction to the course: objectives, resources, focus and assessment.
Inter/intrapersonal workshop.
2
03/17-18
Topic 1: Understanding what, how , and why we teach
Underlying thoughts about teachers, students and discipline behind methods and the post-method era.
In-class reading: In Language Teaching, which is more important: Language or Teaching? Penny Ur.
Required reading: (a) Ur, P. (2013). Language-teaching method revisited. (b) Giroux, H (2011), chapter 9.
3
03/21
No classes: students’ trip out of Santiago.
4
03/24-25
Critical incident / episode reflection: exploring methods and strategies from diverse knowledge and experience.
Submit reading card 1 according to schedule. For example section 1, Tuesday March 25th and section 2, Monday March 24th.
5
03/28
Class discussion: fundamental / relevant questions that arise from your previous and current practicum regarding your own teaching practice and students’ learning.
6
03/31-04/01
Closure 1: what we teach.
1st Group presentation according to schedule.
Preliminary conclusions
7
04/04
Topic 2: lesson planning and curriculum
Required reading:
a) Grundy, S. (1987), chapters 1 and 10.
b) Richards, J (2011), chapters 1, 2 and 3.
8
04/07-08
Critical incident / episode reflection: exploring lesson planning from diverse contexts and experiences.

6. 6
9
04/11
Critical incident / episode reflection: exploring lesson planning from diverse contexts and experiences.
Submit reading card 2 according to schedule.
10
04/14-15
Class discussion: fundamental questions that arise from your previous and current practicum regarding lesson planning, deployment and lesson assessments.
11
04/21-22
Second group presentation according to schedule
12
04/25
Second group presentation (cont.)
13
04/28-29
Closure 2: how and why we plan
14
05/05-06
Topic 3: Critical praxis: from action research to transformation.
Required reading :
Cohen , Manion & Morrison, 2011. Chapters 2 or 18
15
05/09
Critical incident / episode reflection: exploring action research from diverse contexts and experiences.
16
05/12-13
Critical incident / episode reflection: exploring action research from diverse contexts and experiences.
Submit reading card 3 according to schedule.
17
05/16
Class discussion: fundamental questions that arise from your previous and current practicum regarding lesson action research and lesson planning.
18
05/19-20
Midterm course evaluation
19
05/23
Action research samples to read and discuss
20
05/26-27
Action research samples to read and discuss
21
05/30
Closure 3: from action research to transformation
22
06/02-03
Final group projects begin / planning – design proposal
Phase 1: establishing purpose, focus, limitations and objectives for the final design project. (Practicum I lesson plans, notes, editing, and journal are essential sources for this final group project)

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23
06/06
Phase 2: Exploration, identification and definition of problem posed: groups are arranged
26
06/09-10
Phase 3: data gathering
27
06/13
Phase 4: steps for intervention
28
06/16-17
Phase 5: intervention sampling
29
06/20
Phase 6: literature review
30
06/23-24
Final oral group reports
31
06/27
Final oral group reports
32
06/30 - 07/1
Course closure: what and how did we learn?
i Entenderemos la reflexión en el marco del conjunto de talleres que acompañan el trayecto de las Experiencias Laborales y Prácticas como el ejercicio colectivo, dialógico y participativo que intenciona el profesor con sus estudiantes, que busca explicar los supuestos e ideas preconcebidas que subyacen en la actividad práctica de los actores involucrados en la realidad escolar y valorar las consecuencias que derivan de la acción. En este sentido, la reflexión se sustenta en el diálogo como condición fundamental, en tanto es entendido como un proceso interactivo y comunicativo que compromete el sentido del yo y de mundo del sujeto. Marzo 2014, Equipo Taller de Reflexión.