Pedagogical and disciplinary knowledge for teaching practice
Syllabus At the secondary education level - English Area
MINEDU - Dirección de Formación Docente en Servicio, 2024
SYLLABUS
Pedagogical and disciplinary knowledge
for teaching practice
Secondary education level - English Area
1 General Data
Addressed to: Secondary teachers of Basic Education – English Area
Duration: 64 hours
Modality: Distance with a pedagogical helping desk.
2 Summary
This self-paced virtual course aims to develop the pedagogical and disciplinary competencies of
secondary school English teachers in Basic Education to enhance the delivery of the English as a
foreign language teaching and learning process.
To achieve this purpose, the course has been organized into two units. Unit I focuses on general
pedagogical knowledge aligned to the competency approach. Unit II focuses on pedagogical and
disciplinary knowledge to foster the development of the communicative competencies in English as
a foreign language in secondary level of Basic Education.
Prioritized competencies from the marco del buen desempeño
docente (MBDD)
The course allows the comprehension of knowledge that are framed in the following competency
of MBDD
Knows and understands students’ characteristics and contexts,
the disciplinary content they teach, and a range of approaches and
Competency 1
pedagogical processes to foster high-level capacities and promote
their integral formation.
3 Outcomes
By the end of the course teachers:
Apply pedagogical and disciplinary knowledge in proposed situations related to their teaching
practice in the area of English as a foreign language.
4 Course content
The structure of the contents of this course is as follows:
Syllabus 1
Pedagogical and disciplinary knowledge for teaching practice
Syllabus At the secondary education level - English Area
MINEDU - Dirección de Formación Docente en Servicio, 2024
Course starts
Unit Sessions Contents Duration
Session 1:
Unit 1: Social constructivism,
General pedagogical cross-curricular 1.1 Social constructivism
knowledge to the approaches and 1.2 Cross-curricular approaches
15 hours
teaching practice in the profile of the 1.3 The profile of the graduated
secondary level in the graduated in the 1.4 The communicative approach
English area. teaching of English in
secondary level.
Session 1:
Strategies for the 1.1 Intensive and Extensive
development of listening.
the competency 1.2 Strategies for before, 16 hours
“Communicates orally during and after students’ oral
in English as a foreign interactions.
language”.
2.1 Intensive and Extensive
Reading.
Session 2:
Unit 2: Strategies for the 2.2 Process writing, product
Pedagogical and development of the writing, and genre-based writing
disciplinary knowledge to competencies “Reads for the development of the
foster the development different kinds of competency “Writes in English as 16 hours
of the communicative written texts” and a foreign language”.
competencies of English “Writes different kinds
as a foreign language. of texts in English as a 2.3 Strategies for the
foreign language”. development of the competencies
for the comprehension and
production of written texts.
3.1 Teaching grammar inductively
Session 3:
and deductively in context and
Strategies for teaching
communicatively.
grammar and the role
15 hours
of feedback in the
3.2 Effective feedback and its
learning of English as
role in the learning of English as a
a foreign language.
foreign language.
Questionnaire with 10 questions related to the content of
Exit questionnaire
the course. 1 hour
Satisfaction survey 5 questions
Course closure
Syllabus 2
Pedagogical and disciplinary knowledge for teaching practice
Syllabus At the secondary education level - English Area
MINEDU - Dirección de Formación Docente en Servicio, 2024
5 Metodology
The course is designed so that teachers learn in an autonomous way in a virtual learning environment
through active and participative methodology.
To generate learning during the development of the course, activities are organized in a formative
sequence in three moments:
• Reflection on the pedagogical practice: in all session relevant aspects of the teaching case are
analyzed to allow personal and collective reflection (other teachers, communitarian educators,
wise people from the community), taking into consideration that the personal experience is part
of the collective wisdom. This reflective analysis will let teachers respond to the case, according
to their experience and prior knowledge.
• Comprehension of knowledge: as a result of the revision and analysis of theory input, this
knowledge is contrasted with the teacher’s prior knowledge to generate new learning.
• Application in the practice: based on the new learning, teachers select the best proposals to
apply what they have learnt to improve their teaching practice, taking into account students’
needs and the sociocultural context.
6 Evaluation
The evaluation has a formative approach and it is considered the systematic and permanent process
during the course.
The following are applied:
• Entrance evaluation: it will contrast the level of knowledge and comprehension of what is
developed in the course. A questionnaire will be applied at the beginning and at the end of the
course.
• Evaluation of the process (Self-evaluation): during the development of every session, teachers
will be able to verify their learning autonomously through the analysis and reflection of situations
related to the pedagogical practice.
• Exit questionnaire: at the end of the course teachers will answer a 10-question test related to
the topics developed in the course.
7 Means and resources
The course is implemented on the platform SIFODS, through which all interactions from participants
take place, as well as access to activities, resources, and materials (all compulsory).
The main resources and materials are the following:
• Participant guidance: offers detailed orientation about the organization of the course, the
activities to be developed, and the criteria for course approval.
Syllabus 3
Pedagogical and disciplinary knowledge for teaching practice
Syllabus At the secondary education level - English Area
MINEDU - Dirección de Formación Docente en Servicio, 2024
• Box of tools: is a compilation of reading texts, audiovisual material, and complementary
bibliography, among others.
• Interactive videos: audiovisual resources that allow to revise the content of the fascicles
interactively.
• Fascicles: theoretical foundations, graphic organizers, case studies, and proposed activities
according to the methodological sequence are considered here.
8 Course record
At the end of the course, participants who have passed the exit evaluation with a grade equal to or
higher than 12 will receive a certificate for 64 chronological hours.
The record is emitted virtually and it could be downloaded from the platform SIFODS.
10 References
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Azimova, S. (2019). The Communicative Approach in English Language Teaching. Bulletin of
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publication/332475571_The_Communicative_Approach_in_English_Language_Teaching
British Council Teaching English. (s. f.). Product and process writing: A comparison. TeachingEnglish.
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Harmer, J. (2015). The Practice of English Language Teaching. Pearson Education Limited.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1),
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Syllabus 4
Pedagogical and disciplinary knowledge for teaching practice
Syllabus At the secondary education level - English Area
MINEDU - Dirección de Formación Docente en Servicio, 2024
Holden, W. R. (2008). Extensive listening: A new approach to an old problem. Journal of the Faculty
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Kerr, P. (2020). Giving feedback to language learners. Part of the Cambridge papers in ELT series.
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Feedback_minipaper_ONLINE.pdf
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford University
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Loughran, J. (2004). Scaffolding learner autonomy: Co ESL/EFL teachers know what students need?
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McCarthy, M., & Murphy, J. (2022). Authentic materials in language teaching: A practical guide.
Routledge.
Mikeladze, T. (s. f.). Extensive reading. Academia. Recuperado el 4 de enero de 2024, de https://
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Nunan, D. (1999). Second language teaching: Methods and Techniques. Heinle & Heinle.
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Syllabus 5
Pedagogical and disciplinary knowledge for teaching practice
Syllabus At the secondary education level - English Area
MINEDU - Dirección de Formación Docente en Servicio, 2024
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching: An overview.
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Language_Learning_and_Teaching_Theories_and_Applications
Syllabus 6
