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Diario de Campo 2- Edwin Fabiàn Fonseca Barragàn

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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

Richards, J., & Farrell, T. (2005). Self-monitoring. In Professional Development for Language Teachers: Strategies for Teacher Learning (Cambridge Language Education, pp. 34-50). Cambridge: Cambridge University Press. https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/content/view/21455D13C53D630FE581394AFD33B02F/9780511667237c3_p34-50_CBO.pdf/selfmonitoring.pdf
Richards, J., & Farrell, T. (2005). Keeping a teaching journal. In Professional Development for Language Teachers: Strategies for Teacher Learning (Cambridge Language Education, pp. 68-84). https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-
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core/content/view/DB20B7EA723AE59650545F6727D83918/9780511667237c5_p68-84_CBO.pdf/keeping_a_teaching_journal.pdf

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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/books/professional-development-for-language-teachers/case-analysis/E25F5014B3FDBCF0C658345221DDDA72

Richards, J. C., & Lockhart, C. (1994). Approaches to classroom investigation in teaching. In Reflective Teaching in Second Language Classrooms (pp. 6–28). 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
Bonilla, D (2020). Analyzing critical incidents. [OVA]https://campus106.unad.edu.co/n_ingles03/mod/hvp/view.php?id=1254

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Richards, J., & Farrell, T. (2005). Peer observation. In Professional Development for Language Teachers: Strategies for Teacher Learning (Cambridge Language Education, pp. 85-97). Cambridge. https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/content/view/4034F7E026716BDF781B8B66C676037E/9780511667237c6_p85-97_CBO.pdf/peer_observation.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

Farrell, T. (2002). Lesson Planning. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (Approaches and Methods in Language Teaching, pp. 30-39). https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/content/view/0A0F286836E0595340DE2DB0C160B6D2/9780511667190c3_p30-39_CBO.pdf/lesson_planning.pdf

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The teacher is very responsible and gets ready before the lesson to have all the materials necessary for the class. It reveals preparation and a high sense of commitment toward her leading role in the lesson.

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The teacher's rapport with her students creates a safe learning environment and motivates children to be outgoing and take part in the lessons, expressing their ideas freely.

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"A professional portfolio is an evolving collection of carefully selected or composed professional thoughts, goals, and experiences that are threaded with reflection and self-assessment. It represents who you are, what you do, why you do it, where you have been, where you are, where you want to go, and how you plan on getting there"

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Richards, J., & Farrell, T. (2005)

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Here you can find some evidence about my classes,

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Diario de Campo 1- Edwin Fabiàn Fonseca Barragàn

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In this folder, you can find all about my pedagogical practice