TEACHER DEVELOPMENT

TASK 1

JULIAN FERNANDO BARBOSA LEON

CC: 1101756959

OSCAR JAVIER BOHORQUEZ

TUTOR

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA (UNAD)

LICENCIATURA EN INGLES COMO LENGUA EXTRANJERA

VELEZ, SANTANDER
 TASK 1

1. TASK 1.

a) What does the subject mean to teach me?

in a few words I could say teach, instruct, and train mean to cause to gain
knowledge or skill. teach can be used of any method of passing on information
or skill so that others may learn.

b) What are the deadlines?

Enthuse.
Introduce the subject and explain its usefulness.
Explain the topic using meaningful examples.
Evaluate continuously.
Invite to learn something for yourself.
Impart an integrating class.

c) When am I mean to deliver? How much time do I have for each task?

Having a work methodology is not only important so that the professional can
organize, work better and follow a work rhythm without unforeseen events, but
also helps to deliver better results and in the stipulated times for each work
activity

d) Why is teacher development important to the language teachers?

As we all know that learning a second language today gives us valuable

opportunities both professionally and economically, as a language teacher it is
essential to be trained and to be up to date with new teaching techniques and acquire
more knowledge, in our country teachers must have a good academic level since the
teaching of a new language implies that the academic and professional level of the
teachers must be excellent and that it complies with the norms of the higher
education.
e) What is the way to develop professionally?

Here are 10 ways to take control of your leadership development.

1. Hone a Learning Mindset: Having a positive attitude towards professional

development is vital.
2. Examine Your Decisions: One difference between great leaders and
mediocre ones is a willingness to examine past actions and decisions in
order to improve.

3. Read Regularly: Read widely, not only about current events but also
subjects that can broaden your horizons, such as history.

4. Write Regularly: Writing has multiple benefits for leaders. It can help you
master the content, improve your critical thinking skills.

5. Attend Training Programs: Books and articles only take you so far.

6. Teach What You Know: that teaching is one of the most underused tools in
leadership development. I agree. There is no better way to master something
than by trying to impart your knowledge and skills to others. It makes you
think about the material in new ways. In my experience, sometimes you
learn more from your "students" than they do from you. Take advantage of
opportunities to teach

7. Build Self-Awareness: While it may sound cliché, self-awareness is critical

to effective leadership.

8. Gather Feedback: In the work area, information can be collected with co-
workers since the different teachers have various forms, tools or methods
for teaching

9. Find Mentors: Develop relationships with people who have been in your
shoes. Speaking of feedback, mentors or coaches are often in a position to
give you objective advice that you may not get on the job. Find someone
who will give you honest, unvarnished input.

10. Cultivate Peer Relationships: You should develop relationships with as

many people in your industry as possible. This is important for keeping up
with developments and gaining new perspectives and ideas.
 2. TASK 2. CONCEP MAP

Teacher Development

WHAT IS REFLECTIVE THINKING?

Concept

It is a reflection process for teachers

where they are faced with Teachers` innovation.
some difficulty or an experience that
can not be solved immediately
Definition and Characteristics:

reflection on learning of students,

Dewey´s process
of reflection.
Definition and Characteristics:
reflexive action involves active
consideration,
prescient and careful of any belief or
practice,
reflexive action is also a process
that requires going beyond the
processes
rational and logical problems.
Teachers’ reflective
thinking.
Definition and Characteristics:
Teachers’ attitudes towards reflective
teaching were identified at the beginning
of the study, during and at the end of it.
They were observed, registered in the
researcher’s diary and discussed and
verified by the teachers in the interviews.
Thus, this category intends to describe how
these attitudes were observed
and the extent to which they might have
inhibited reflective action.
and the possibility of carrying out
educational innovations;
and the second, to help and
accompany the beginning teachers
of a systematic and contextualized
way.
In short, the improvement of
practical teacher knowledge
requires reflective processes,
not only as a solo and individual
practice but, especially,
to the extent that they are carried
out in a collaborative way with
students and other teachers of the
same or different disciplinary area
or with different degrees of
experience in training spaces.
 BIBLIOGRAPHIC

Educational resources required (Required bibliography)

Lin, Y.-C., & Magnuson, K. A. (2018). Classroom quality and children’s academic skills in
child care centers: Understanding the role of teacher qualifications. Early Childhood
Research Quarterly, 42, 215–227.
https://bibliotecavirtual.unad.edu.co:2444/10.1016/j.ecresq.2017.10.003

Guarino, C. M. (2009). Teacher Qualifications and Kindergartners’ Achievements. New

York: Nova Science Publishers, Inc. Retrieved from
http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct
=true&db=nlebk&AN=355872&lang=es&site=eds-live&scope=site

Billett, S., Betrancourt, M., & Ortoleva, G. (2016). Writing for Professional Development.
Leiden: Brill. Retrieved from
http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct
=true&db=nlebk&AN=1090806&lang=es&site=eds-live

İşlek, D., & Hürsen, Ç. (2014). The Evaluation of Students’ Views Concerning the Teacher
Qualifications for the Total Quality Implementations. Procedia - Social and Behavioral
Sciences, 116, 4834–4838.
https://bibliotecavirtual.unad.edu.co:2444/10.1016/j.sbspro.2014.01.1034

DE MEJÍA, A.-M. T. (2016). Teacher Development for Bilingual Education in Colombia:

Towards Teacher Empowerment. Estudios Sobre Educacion, 31, 15–35.
https://bibliotecavirtual.unad.edu.co:2444/10.15581/004.31.15-35

Virtual Learning Object (VLO) Unit 1:

This virtual learning object aims to guide the student on the need to develop professionally
and how he can do it. This resource serves as a basis to perform some of the activities of the
course.

Grande, E. ( 30,01,2019). Qualifications in a teacher. [Archivo de video]. Retrieved from:

http://hdl.handle.net/10596/23827

Additional educational resources for the course (Complementary Bibliography)

The complementary bibliographical references serve as support to develop the content of

the unit and deepen in the topics seen.
EVA WILDEN, & RAPHAELA PORSCH. (2017). The Professional Development of
Primary EFL Teachers: National and International Research. [S.l.]: Waxmann Verlag
GmbH. Retrieved from
http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct
=true&db=nlebk&AN=1485218&lang=es&site=eds-live

Orgovanyi-Gajdos, J. (2016). Teachers’ Professional Development on Problem Solving:

Theory and Practice for Teachers and Teacher Educators. Rotterdam: Sense Publishers.
Retrieved from
http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct
=true&db=nlebk&AN=1880285&lang=es&site=eds-live

National Research Council (U.S.). (2007). Enhancing Professional Development for

Teachers: Potential Uses of Information Technology, Report of a Workshop. Washington,
D.C.: National Academies Press. Retrieved from
http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct
=true&db=nlebk&AN=207977&lang=es&site=eds-live

Evans, L. (2014). Leadership for professional development and learning: enhancing our
understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179–198.
https://bibliotecavirtual.unad.edu.co:2444/10.1080/0305764X.2013.860083