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Phase 1 Teacher development reflection

Author’s name

Cayeth Y. Trochez Muelas

Universidad Nacional Abierta y a Distancia – UNAD

Escuela de Ciencias de la Educación – ECEDU

Licenciatura en Lenguas Extranjeras con énfasis en inglés – LiLEI

Course: Teacher Development

Code: 518021_32

Professor’s Name

Dina Esperanza Bonilla Gomez

August, 2023
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Part 1: comparative chart

TEACHER TRAINING TEACHER DEVELOPMENT TEACHER LEARNING

Training refers directly to activities. It refers to general growth not focused on a specific area, It is the nature of language teaching and our understanding of

Focused on the current responsibilities of the teacher. this must go beyond the personal and individual. Knowledge, attitudes, skills and processes that we employ while
concept
teaching. This field has been called teacher learning (Freeman &

Richards, 1996).

 Short-term goals and long-term goals

 longer term goal

 Immediate and short-term goals  Explore questions such as:

 Examines different dimensions of teacher

 Ability to demonstrate principles and  What is the nature of teacher knowledge and how
practice as a basis for a reflective review.

characteristics practices in the classroom. is it acquired?

 Includes exploration of new trends and

 Try new strategies in the classroom  What cognitive processes do we employ while
theories.

teaching and while learning to teach?

 How do experienced and novice teachers differ?

Goals  Learning how to use effective strategies  Understanding how the process of second  Differentiate the concept between novice and

to open a lesson language development occurs expert.

 Adapting the textbook to match the  Understanding how our roles change  Joint planning and problem solving

class according to the kind of learners we are  Professional development is aimed at both the

 Learning how to use group activities in teaching objectives of the institution and the personal

a lesson  Understanding the kinds of decision making objectives of the teacher.

 Using effective questioning techniques that occur during lessons

 Using classroom aids and resources  Reviewing our own theories and

(e.g., video) principles of language teaching

 Techniques for giving learners  Developing an understanding of different

feedback on performance styles of teaching

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 Determining learners’ perceptions of

classroom activities

 Documentary different types of teaching

 Supervition
practices
 Teacher learning as skill learning
 Follow-up.
 Reflective analysis of teaching practices

 Teacher learning as a cognitive process

 Feedback
Estrategies  Examine beliefs, values, and principles.

 Teacher learning as personal construction

 Teacher training and development.
 Collaborate with peers on classroom

 Teacher learning as reflective practice

projects.

 Facilitate the growth of teachers.

Determine by experts, Incorporates within its educational dynamics the best

Content Elaborate material
Standard training formats and methodology books. practices that cause deep and lasting learning.

Part 2: Answer of the quiz about Pedagogical and educational practice regulations
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Part 3: The answers to the questions.

Do you agree with these assumptions?

Yes, I believe that during the teaching process it is important to have previous knowledge and

also to expand knowledge through self-inquiry, taking into account that as teachers we are the

reflection of what the student can possibly become, even if we are unaware of the type of

teaching that teach or how they handle many of the decisions that arise moment by moment, for

this reason, the teacher must expand, reflect and receive opinions that motivate their practice and

teaching, since this defines their experience, being this a key component of teacher development

that At the same time, it provides the critical reflection that involves examining teaching

experiences as a basis for evaluation and decision-making and as a source of change (Bartlett

1990; Wallace 1991), essential in the entire teaching and learning process.

What assumptions do you hold about the process of teacher development?

The assumption that he sustains about development is number 5, since it shows that the teacher

through critical reflection can achieve a continuous process and a routine part of teaching, in

addition Teachers can use their classrooms as laboratories to study learning, taking into account
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that the reflection process is a particular type of research, which Cross (1988: 3) and therefore is

also a means of transformation, mutual and constant learning.

What factors have influenced your development as a teacher, or are likely to influence your

development in the future?

Undoubtedly, one of the most important factors is the constant knowledge and renewal of it,

looking for new educational trends, better contemporary strategies, in addition, practice allows

me to learn from my knowledge, know my weaknesses and abilities and, at the same time,

between knowledge and practice. . , transmits to the teacher that need to think, solve and

innovate, which is necessary for the development both today and for my future as a future

teacher.

Part 4: Screenshot of the post of the answers in the forum.

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References

Richards, J., & Farrell, T. (2005). The nature of teacher education. In Professional

Development for Language Teachers: Strategies for Teacher Learning (Cambridge Language

Education, pp. 1-22).https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/

aop-cambridge-core/content/view/

96372359645F7BA4386515D5B6A15266/9780511667237c1_p1-22_CBO.pdf/

nature_of_teacher_education.pdf

Richards, J. C., & Lockhart, C. (1994). Introduction: Teacher development through

exploring classroom processes. In Reflective Teaching in Second Language Classrooms (pp. 1–

5). https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/

content/view/5AB8BA6FF96D2A128287A67B6E5A9EE7/9780511667169int_p1-5_CBO.pdf/

introduction_teacher_development_through_exploring_classroom_processes.pdf
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