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To be developed from week 1  to week 2

This responds to Learning Outcome: 1

The activities are: Record a video where you make a brief introduction of the course, and you give the main information about the pedagogical practice and the forms you must use for the pedagogical practice.

The highest score for this activity is 25 points, corresponding to 5% of the course evaluation.

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Activity begins on:22/AGO/2022 00:00

The Activity ends on:04/SEP/2022 23:55

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* Activity: Examine the factors that influence the process of foreign language acquisition and learning methodically and in detail within the pedagogical practice scenarios. * Environment in which the activity takes place: Learning environment and Evaluation environment. * Expected Product: A PDF file including the questionnaire and the proposal.

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Activity begins on: 05/SEP/2022 00:00

The Activity ends on: 11/OCT/2022 23:55

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Activity: Compare the main theories on foreign language acquisition within the context of the pedagogical practice scenario. * Environment in which the activity takes place: Learning environment and Evaluation environment. * Expected Product: A PDF file including the comparative chart and the proposal.

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Activity begins on: 13/OCT/2022 00:00

The Activity ends on: 06/NOV/2022 23:55

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Activity type: Individual Evaluative score (in points): 115

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Activity type: Individual Evaluative score (in points): 115

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Phase 4: Participant - Observation Practice

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Phase 4: Participant - Observation Practice

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Activity: Evaluate teaching strategies used within the classroom based on the student's learning characteristics. * Environment in which the activity takes place: Learning environment and Evaluation environment. * Expected Product: A PDF file including the answers to the questions and the reflection.

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Activity begins on: 05/SEP/2022 00:00

The Activity ends on: 11/OCT/2022 23:55

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*Activity: Set up a proposal related to the new assessment approaches in the classroom environment. * Environment in which the activity takes place: Learning environment and Evaluation environment. * Expected Product: A PDF file including the assessment and the answers to the questions.

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Activity begins on: 28/NOV/2022 00:00

The Activity ends on: 11/DIC/2022 23:55

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Activity type: Individual Evaluative score (in points): 25

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Activity type: Individual Evaluative score (in points): 25

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Activity type: Individual Evaluative score (in points): 115

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Activity type: Individual Evaluative score (in points): 115

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Activity type: Individual Evaluative score (in points): 120

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Activity type: Individual Evaluative score (in points): 120

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Activity type: Individual Evaluative score (in points): 125

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Activity type: Individual Evaluative score (in points): 125

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To establish spaces for the appropriation of the foreign language teaching process in the practice of participant observation in different learning environments, through practical activities carried out for students.

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Unit 1: Foreign Language Acquisition, from the theory to the practice

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Unit 1: Foreign Language Acquisition, from the theory to the practice

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In this unit, the following contents will be addressed:

Fundamentals of foreign language acquisition and learning.

Internal and external factors in the learning process, age, critical period, motivation, attitude, aptitude, psychosocial, economic, cultural aspects, among others.

Identify learning styles through class observation.

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Unit 2: Learning trends in Foreign Language

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Unit 2: Learning trends in Foreign Language

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In this unit, the following contents will be addressed:

Current trends and methodologies for teaching a foreign language.

How to involve the use of ICT in the teaching and learning process in the classroom.

New assessment approaches.

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Chapter 1:
Definition and purpose Article: 1 and 2

Chapter 2: generalities and definitions
-Article 3. Practical Component
- Article 4: Pedagogical and Educational Practice
- Article 5. Nature and offer of the courses of the practical component
- Article 6.Teacher-in-training
-Article 7. Pedagogical and educational practice training route

Chapter 3:
-ARTICLE 8. Prerequisites.
-ARTICLE 9. Course registration.
-ARTICLE 10. About the courses of the formative route of pedagogical and educational practice.
-ARTICLE 11. Homologation of the courses of the formative route of pedagogical and educational practice.
-Teaching work experience shall not be taken into account in the homologation studies.
-ARTICLE 13. The activities

CHAPTER 4
-ARTICLE 14. The principles of action of the Educational Pedagogical Practice are as follows

CHAPTER 5:
-The following are actors of the Academic Network of Pedagogical and Educational practices

Chapter 6:
-ARTICLE 16. Assignment of pedagogical and educational practice scenarios- -ARTICLE 17.
ARTICLE 17. Pre-Practicum Seminar.

Chapter 7:
-Evaluation of learning.
-Evaluation of the pedagogical and educational practice-ARTICLE 20. Causes for failure of the pedagogical and educational practice course.

Chapter 8:
-Duties of trainee teachers.
-Rights of teachers in training.

Chapter 9:
-ARTICLE 23.
-ARTICLE 24- These regulations shall be in force as of their approval.

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1. Integrality of the pedagogical teaching practice. The teacher in training
when carrying out educational actions with populations is a representative of UNAD and the School of Educational Sciences.

2. Dialogicity among the educational actors. Aware that the
process is carried out among people in their different contexts, the trainee teacher will privilege the
will give priority to assertive.

3. Promotion of protective environments for children and adolescents.
adolescents. As a community that takes care of each other, the practitioners will promote in their practices
promote in their practices scenarios free of any type of discrimination for reasons of gender, political or religious
political or religious ideology, and situations that pose a physical or moral risk to children and adolescents.

4. Respect for differences. The richness of communities lies in their diversity.
The richness of communities lies in their diversity, so the practitioner will adapt his or her didactic strategies,
resources and mediations, observing the different levels of training, capacities and expectations of the people.
and expectations of the people.

5. Excellence in service. The intern must be aware of the enormous responsibility
the enormous responsibility that comes with the teaching profession.
pedagogical practices, the trainee teacher is expected to be an example of work, dedication and respect for the profession.

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In 2010, Decree 1295 of the Ministry of National Education - MEN repeals the previous resolutions and regulates the qualified registration referred to in Law 1188 of 2008 and the offer and development of higher education academic programs, which defines the guidelines to obtain the qualified registration. In 2015, Decree 2450 regulates the quality conditions for the granting and renewal of the qualified registration of undergraduate academic programs and focused on education and adds Decree 1075 of 2015, the only regulation of the education sector, a regulation that recognizes the importance of the offer of academic programs belonging to the education sciences.

November 19, 2020 by which the parameters for self-assessment, verification and evaluation of the program quality conditions regulated in Decree 1075 of 2015, as amended by Decree 1330 of 2019, for obtaining, modifying and renewing the qualified registration are established.

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- Programs in Transition and Programs with renewed registration

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PRACTICAL COMPONENT
PEDAGOGICAL AND EDUCATIONAL PRACTICE - PPE
-SPECIFIC REGULATION OF PEDAGOGICAL AND EDUCATIONAL PRACTICE - PPE
-NATURE AND OFFER OF THE COURSES OF THE PRACTICAL COMPONENT.
-TEACHER IN TRAINING -PEDAGOGICAL AND EDUCATIONAL PRACTICE ROUTE

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As a strategy of the School of Education Sciences, it seeks reflection and understanding of the process of pedagogical and educational practices by the teacher in training and administrative enlistment, so that the student has the optimal conditions for the development of their PPE in the respective academic period(s).
Pre-Practicum Seminar has no credits, is not a degree requirement and has no cost.
✔ It will initiate the pedagogical practice route and must be taken during the period prior to the beginning of the pedagogical and educational practice.
✔ When through the pedagogical practice scenario confirmation survey, which is done through the courses on campus they expose their desire to change their practice scenario and the reasons that justify such change.

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Education, seeks reflection and understanding of the process of pedagogical and educational practices by the teacher in training and administrative readiness, so that the student has the optimal conditions for the development of their PPE in the respective academic period(s).
Pre-Practicum Seminar has no credits, is not a degree requirement and has no cost.
It will initiate the pedagogical practice route and must be taken during the period prior to the beginning of the pedagogical and educational practice.

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The Simulator of Pedagogical and Educational Practices from the didactic sequences designed in problem situations, constitutes a digital learning resource for the formation of concepts, construction of knowledge and its application in new scenarios focused on the diversity of our national context, inclusion, multiculturalism, traditions, among others, and allows an exercise of innovation that recognizes the space of experience as a starting point for reflection on what to do as a teacher and the various situations presented by the educational contexts.

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This course is part of the specific disciplinary field of the specific disciplinary component of the program, regarding the NP2 Pedagogical and didactic strategies with the use of ICT for the strengthening of foreign language teaching. Regarding the NP2 Problematic nucleus to which the course Pedagogical and didactic strategies with the use of ICT for the strengthening of foreign language teaching. The learning outcomes are linked to the course activities and seek to strengthen students' skills for the teaching of a foreign language using appropriate methodologies, involving the use of ICT within the teaching process, and applying effective forms of evaluation. Additionally, this academic process helps the student to generate some questions that promote knowledge acquisition and the identification of theoretical landmarks in foreign language acquisition and learning, teaching, and assessment methods.