Teacher Development

Task 1: designing a teacher development strategy

Diana Marcela Garzon Cod 1104070521

Laura Angelica Riveros Acevedo Cod 1032479453

Tito Julio González Cod 79048218

Angie Milena Lemus Cod 1033775393

Daniel Steven Moreno Cod 1030702267

Group: 551023_5

Presented to:

Dina Esperanza Bonilla

Universidad Nacional Abierta y a Distancia

(UNAD)

October 10, 2019

 Task 1 – TEMPLATE DEVELOPMENT STRATEGY

Title of the Strategy: Teacher support groups

Designed for: Group number: 551023-5

Diana Marcela Garzón Plata

Laura Angelica Riveros Acevedo

Tito Julio González

Angie Milena Lemus

Daniel Steven Moreno

Objectives for the strategy:

1. The strategy allows the students to increase their professional knowledge, discuss in a

group the pedagogical practice studied, and continuous teacher education process.

2. allows the participants of group integrate, analyze, share individual experiences, evidence

solutions to the same problems in class, use and prepare the best materials, and developed

skills teaching in teachers.

3. At the same time, this strategy allows teachers to get to know each other as colleagues,

identifying the strengths or weaknesses that the group possesses, whether individually or

collectively, achieving a reflection on the aspects of teaching and learning in which these

strengths affect or weaknesses.

4. on the other hand, it also generates community work, that is, that the same interaction

causes teachers to grow a empathy of colleagues that potentiates the objectives of the

strategy.
Introduction for the strategy:

This strategy integrates people and collaborative activities to improve the profession, as well as

to guide classroom activities that seek to achieve pre-established objectives, in turn seeks to

develop teaching-learning skills. On the other hand, the working group is considered to be more

effective than individual work. Teacher support groups are a way to discuss problems, experiences,

observe the development of the curriculum, review plans, learn and develop new activities for our

class in order to integrate better educational aspects guided to a better learning achievement.

Aimed at: English teachers and students

Technological Tool: The technological tool that the members of the group were used is Wix

ICT competencies standard for teachers of the UNESCO:

Use of ICT skills from pedagogical mediation. The community of learning so learning from others,

learning with others, learning together and the self-management of learning.

Advantages of the strategy: Disadvantages of the strategy

1. Different teachers can work together 1. in a teacher support group that does not

regardless of age, as it is conducive to anyone guarantee success, as some teachers may

and, therefore, share knowledge and strategies become intra-insurance and refuse to

that contribute to the development of a accept the change, as some have doubts

successful class. about the possibility of failure, for this

2. Gives the possibility of improving reason the confidence in activities and

communication and the transition of new activities exercises that you will develop

knowledge. The new forms of communication in your class is necessary,

allow to create links in different interpersonal 2. Teaching in the team requires more time

relationships, in turn they can discuss availability, more planning, more

strategies, methods and material used in class organization, organization and

and evaluate their relevance, develop it from evaluation, the main decision making in

starting from a common goal and then organize the team is more difficult, so it is

the context, defining roles and responsibilities. important to know the work group and

find good professionals Experts on a

3. Responsibility management, creativity specific topic.

improvement, Improve the use of continuous 3. It is necessary to take the time to

training processes and open environments for assimilate this strategy because many

collaboration, since it is essential for people may feel uncomfortable and

knowledge management and thus build a create opposition, it is necessary to

community of teachers involve all members of the community

under the same common objective, this

objective must be clear and

communicated to all involved, also to be

able to transmit the interaction.

Conclusions

• It is necessary to learn to work in groups if teachers want to increase their teaching skills

and produce good results in students as well as these support groups help the teacher learn

to investigate and share individual experiences to benefit the entire educational community.

• In these groups, people learn to be patient and spend their free time to improve their skills,

methods and strategies, thus offering a variety of learning activities that attract, motivate
 and maintain the student's attention to maintain a participatory environment. At the time of

teaching the lessons.

• Teachers can establish support groups for teachers, they can be created with two or more

teachers in which they can share individual or shared objectives, assuming that working in

groups will be more effective, as far as possible in the activities include the real experiences

of the students to give them a sense of belonging, which in turn will encourage attention

and participation in the development of activities.

• A support group will involve a group of assembled teachers where objectives, concerns or

problems will be discussed, providing opportunities for teachers to validate all teacher

knowledge as a research teacher, having a healthy environment where teachers can

participate in such activities like the curriculum and the development of materials.

• The group must review, plan and carry out activities such as peer training, teaching teams,

action research and observation in the classroom, this with a high level of responsibility of

the teacher that requires continuous training processes and Open environments for

collaboration, as it is essential for knowledge management.

Bibliography

Richards, J., & Farrell, T. (2005). Teacher support groups. In Professional Development for

Language Teachers: Strategies for Teacher Learning (Cambridge Language Education, pp. 51-67).

Retrieved from:

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

core/content/view/E801B23C053BD86A83F3089CAEBB6668/9780511667237c4_p51-

67_CBO.pdf/teacher_support_groups.pdf
UNESCO. (2016). Competencias y estándares TIC desde la dimensión pedagógica: Una

perspectiva desde los niveles de apropiación de las TIC en la práctica educativa docente ISBN:

2016, Pontificia Universidad Javeriana – Cali.

Retrieved from:

http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/Competencias-

estandares-TIC.pdf

Strategy Link: https://titogr34.wixsite.com/strategy-of-teachers/disadvantages