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CURSO : SEMINAR
TRADUCCION : SEMINARIO
SIGLA : EIN1010
CREDITOS : 10
MODULOS : 02
CARÁCTER : MINIMO
TIPO : SEMINARIO
CALIFICACION : ESTANDAR
DISCIPLINA : EDUCACION
PALABRAS CLAVE : TEACHING STRATEGIES, DIGITAL ENVIRONMENTS
CARRERA : PEDAGOGIA EN INGLES PARA EDUCACION BASICA Y MEDIA


II. DESCRIPTION

This course is a curricular activity where an inquiry process is developed with respect to English as a foreign Language (EFL) learning and teaching experiences in the context of the professional practicum. To do so, pre-service teachers identify and focus on problems or matters related to the practicum, by defining procedures to gather and analyse information, contrasting its results with theoretical background and socializing these outcomes with the UC community and practicum centres. The course methodology is collaborative, with a focus on the discipline to enable the identification of students? common thinking patterns and in order to respond to them from a disciplinary perspective. Likewise, the course seeks to analyse teaching-learning processes and provide the required guidance for their improvement.

III. OBJECTIVES

1. To identify research issues related to the EFL teaching-learning process, as evidenced in the practicum context, understand the principles of research methods applied to the educational domain (qualitative, quantitative or mixed methods).
2. To apply educational research methods to carry out studies or inquiries on EFL teaching-learning experiences in certain educational environments.
3. To analyse the research outcomes critically with the aim of generating proposals for the improvement of EFL teaching-learning processes.
4. To socialize the research outcomes by means of a poster, promoting reflection and encouraging feedback from other research teams and practicum centres.

IV. COMPETENCES

11. The student is capable to enquire, reflect and argue individually or collectively about his own or group teaching practices to improve the learning outcomes of classroom students [11. Indaga, reflexiona y argumenta sobre su propia practica pedagogica y la de otros para mejorar los procesos de aprendizaje de los estudiantes | Subcompetencias 11.1, 11.2 y 11.5]

12. The student is able to communicate adequately and effectively in an oral and written manner, both in their relationship with the pupils and with other agents of the educational community to develop their teaching work adequately. [12. Se comunica adecuada y eficazmente de manera oral y escrita tanto en su relacion con los alumnos como con otros agentes de la comunidad educativa para desarrollar adecuadamente su labor docente. | Subcompetencias 12.1, 12.3 y 12.4]

V. CONTENTS

1. Research models and designs in the pedagogical practicum.
1.1. Quantitative and qualitative research designs
1.2. Action research models
1.3. Interaction studies in the classroom
1.4. Discussion groups of teaching practices
1.5. Trends in research models about teaching and learning.

2. Methodological considerations for research processes.
2.1. Review of theoretical and experiential background.
2.2. Approaches to formulate research problems
2.3. Procedures, instruments, techniques for data gathering.
2.4. Data analysis processes.
2.5. Content analysis.

3. Report and socialization of results.
3.1. Structure and elements of research articles and reports.
3.2. Display of results by means of presentations, articles and posters.
3.3. Criteria and parameters for evaluating articles/report on educational research.


VI. METHODOLOGY

The Seminar methodology will consist of four stages, alternating class work and individual group work.
The stages are:

- Research proposal (research problem and arguments)
- Methodology proposal (research design, construction/selection of instruments or information gathering techniques, data analysis gathering and plan)
- Data analysis, discussion and results.
- Design of the poster


VI. EVALUATION

The course evaluation will be carried out through regular reports on each research stage. Students are expected to give an account of their research process by means of these reports and to incorporate feedback given formatively in the previous stages.

VII. BIBLIOGRAPHY

Minimum

Albert, Maria Jose (2007) La investigacion educativa. Claves Teoricas. Madrid. McGrawHill.

Denzin Norman, Yvonna Lincold (Editors) (2005). Handbook of qualitative research. Sage Publications, Inc. United States of America.

Lockyer, L., Bennett, S., Agostinho, S. (2008). Handbook of research on learning design and learning objects: issues, applications and technologies. Hershey Information Science Reference, 2008.

Marzano, R. (2003). What Works in Schools: Translating Research into Action. ASCD, Alexandria. USA.

Marzano, R., Gaddy, B., Dean, C. (2000). What Works In Classroom Instruction. Mid-Continent Research for Education and Learning, 2000. Recuperado de http://www.mcrel.org/PDF/Instruction/5992TG_Shat_Works.pdf


Complementary

Marilyn, C.-S., & John, F.-N. S. (2008). Handbook of Research on Teacher Education. New York: Routledge.

Elliot, John (2000) El cambio educativo desde la investigacion ? accion. Tercera edicion. Madrid. Morata.

Latorre, A. (2003). La investigacion-Accion. Conocer y cambiar la practica educativa. Barcelona: GRAO.

Mckernan, J. (2001). Investigacion-accion y curriculum. Madrid: Morata.

Restrepo, B. (2002). Investigacion en educacion. Edicion electronica. Texto completo en http://www.cuantolibro.com/libro/35362/Investigacion-En-Educacion.html

Sandin, M. P. (2003). Investigacion cualitativa en educacion. Fundamentos y tradiciones. Madrid: McGrawhill.



PONTIFICIA UNIVERSIDAD CATOLICA DE CHILE
FACULTAD DE EDUCACION / MARZO 2018