Código: FO-MI-030

Versión
PROYECTO DOCENTE 4
:

Fecha: 20-02-2017

1. Presentación
Periodo 2018-01
Numero créditos: 2 Número de Horas: 32 (96)
académico:
Programa académico: Licenciatura en Inglés
Nombre de curso: Trabajo de Grado 2 Código curso: LEI25
Nombre del docente Claudia María Uribe Hoyos claudia.uribeho@amigo.edu.co
Grupo(s): 4 Horario (s): Tuesday 18:00-20:00 Lugar (es): Medellín 5-503

2. Objetivos y competencias esenciales

Objetivos esenciales Competencias esenciales
En trabajo de grado II, el estudiante utiliza el inglés para demostrar su
capacidad de:
- 1. Hacer reflexiones académicas en torno a la investigación y el papel del
investigador desde la perspectiva cualitativa.
- 2. Diseñar instrumentos de recolección de datos confiables y válidos para la
Trabajo de Grado 2 contribuye a la formación de maestros que:
investigación propuesta.
Abracen la investigación como un principio de actuación pedagógica que
- 3. Usar diferentes métodos para el análisis riguroso, sistemático y confiable
lleve a la comprensión, innovación, implementación de acciones de cambio
de los datos y formas de triangulación de información que garanticen un
de las dinámicas escolares que, a su vez, conduzcan al mejoramiento de las
alto grado de validez de las interpretaciones.
prácticas de enseñanza y aprendizaje desde una perspectiva ética y de
- 4. Demostrar apropiación conceptual, teórica y metodológica del proceso y
respeto con todos los actores involucrados, y observando protocolos
resultados de la investigación a través de la modalidad seleccionada para
rigurosos y sistemáticos del proceso investigativo.
socializar el estudio.
- 5. Estructurar su trabajo de grado de acuerdo con los ejes temáticos, las
modalidades y los tipos de producto establecidos por el programa.
- 6. Ceñirse a los requerimientos de forma y contenido, estipulados para la
elaboración del trabajo de grado, incluyendo el uso de las normas APA.

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 3. Objetivos y competencias complementarias
Objetivos complementarios Competencias complementarias
Trabajo de grado 2 contribuye a formar maestros que:
- Sean asertivos al momento de justificar sus decisiones relacionadas la
investigación como práctica pedagógica y mejoramiento de la misma.
- Seguir los pasos propios de la metodología de investigación cualitativa que - Sean sistemáticos desde el momento de la planificación de acciones
corresponda a su trabajo de grado. pedagógicas e investigativas; la implementación de las mismas; su
interpretación y la divulgación de los logros.
- Acojan el trabajo colaborativo y cooperativo como posibilidad de
construcción con el otro.

4.Sesiones y 5. Actividades previas de 6. Actividades de trabajo académico 7. Actividades posteriores 8. Evaluación

fechas trabajo independiente del del estudiante con el para el trabajo independiente Evidencias del proceso de
estudiante. acompañamiento del docente. del estudiante. aprendizaje en las sesiones.
N° Semanas
(Momento para ver) (Momento para comprender) (Momento para hacer) (Momento para valorar).
January 28 Course introduction & guidelines for -Groups draft presentation Students show understanding of
work. letter and informed consent the topics and elements worked in
-Read Chapter 3: Ethics and the session.
1
Integrity in Research. Bell, J.
(2010)
Bring ideas and comments.
February 4 Read Chapter 3: Ethics and Reading: Task: Students refine their Students show their understanding
Integrity in Research. Bell, J. What is Ethics in Research by Resnik, presentation letters and about Ethics in QR by participating
(2010) David B Ph.D. (2015) informed consent. actively in the class.
Presentation letter and Students share ideas gotten from
informed consent draft. both texts Bell and Resnik and draw
conclusions about it.
Ethics in Research.
Teacher wraps up the information
2
gotten from the two texts and share
the aspects considered by Colombian
Ley 1581, 2012 and Decree 1377,
2013.
Ethical considerations to write the
consent form and Consent Form
samples.
Students share their tasks.

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 February 11 Students write their consent
form and presentation letter
based on the ethical
3 considerations discussed in
class.
Students plan questions for the
panel discussion.
February 18 Students select the type of text Ethical Considerations: factors to -Students start reading:
to be written based on three
specific models
a) Reflection Paper
b) Academic Blog
c) Research Report.
4.
Students read Savin-Baden &
Major, (2013). Chapter 20:
Time, place and participants.
Students read Bell, J. (2010).
Part II Selecting Methods of
Data Collection.
February 25 Students read Savin-Baden &
Major, (2013) Chapter 20:
Time, place and participants.
5
Students read Bell, J. (2010)
Part II Selecting Methods of
Data Collection.
The importance of research about Task: Students hand in final Students participate actively by
reading and critical thinking in the version of Consent Forms and asking questions (informed) to the
English Classroom. letters for the institutions. panelists.
Panel Discussion
Research Log Entry #1: Students
consider when selecting participants. Savin-Baden & Major, (2013) write a page or maximum two in
Chapters 31 and 32: Writing order to answer the question:
Data Collection: Why choosing about the research. What is the relationship between
specific instruments in order to -Task: Students inform the reading and critical thinking and
enhance trustworthiness. type of text to be written. how they are observed in their
-Students Draft their research research project. A page where the
plan and instruments. students show their reasoning
based on a) reading, b) discussion,
c) observation and personal
constructions.
Students Draft their research Draft 1: Introducción: Avance de la
plan and instruments. introducción donde se justifique
trabajo de investigación:
planteamiento del problema,
objetivos, justificación, pregunta,
contexto

Mar 3 Students plan their Data
Collection and Research, based
on the type of research and on
6
the theoretical elements that
justify the use of specific
instruments.
7 Mar 10 Students read:
1) Bell, J. (2010) Part II
Selecting Methods of Data
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Students socialize their Research Plan
and Instruments.
Discussion and analysis of what
students propose based on the type
of research, setting and population.
Refining of the proposal.
Techniques and Instruments:
Clarifying the type of techniques and
instruments, as well as the time and
Students hand in their final
version of instruments.
Students start their in-situ
research exercise.
Instruments: Design and Validation
Instruments are clearly and
accurately designed meeting the
purpose of the research exercise.
 Collection. Chapter 7. The frequency of use in situ.
Mar 17 Analysis of Documentary Students socialize their final research Students refine instruments
Evidence. 8. Designing and action plan based on the elements based on the process and
Administering Questionnaires. worked and discussed in class. certain outcomes.
8. Planning and Conducting
Interviews. 10. Diaries, logs
and Critical Incidents. 11.
Observation.
2) Campoy-Aranda, T. &
Gómez- Araujo, E. 10 técnicas
8 e Instrumentos Cualitativos de
Recogida de Datos.
3) Creswell, J. (2014). Research
Design. Chapters 8.
Quantitative Methods; 9
Qualitative Methods, and 10.
Mixed- Methods Procedures.
4) Técnicas Interactivas para
la investigación social
cualitativa.
Mar 24 Students Read Data Analysis: Students plan their charts and Research Log Entry #2. How have
-Savin-Baden & Major, 2013) Understanding how to work, instruments to assure proper reading and critical thinking
Chapters 27 to 30: Working organize, classify and analyze the information analysis. reshaped my posture as a teacher,
with data and findings. collected/gathered data. a researcher and reader?
-An introduction to codes and Triangulation and its processes.
9
coding (Saldaña, 2009). Validity and how to develop a
-Bell, J. (2010) Part III. rigorous process.
Interpreting the Evidence and
Reporting the Findings.
- Zohabi, M. (2013). Mixed
Mar 31 Methods Research: Students socialize their data analysis Students continue reading and Students show their understanding
Instruments, Validity, tools and charts. analyzing the information on how to analyzed information in
Reliability and Reporting collected through the research research based on the construction
10
findings. process. of the charts, tools and
Maturana, L (2015) Instrument At the same time, students instruments.
for Journal Analysis. write the 2nd draft.
11 April 7 SEMANA SANTA SEMANA SANTA SEMANA SANTA

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 Apr 14 Students share preliminary findings Students refine process of Draft 2: Section 2: Method
and how they have triangulated analysis based on teacher´s and
12 them. community comments.
Class starts out-lining the way the
Forum for the final report event is
Apr 21 Students read and Watch Interpreting the findings. Students start the process of Data Analysis – Initial Categories
Pasos para realizar un foro Class shows diverse findings and moving from findings to and Collection
https://www.youtube.com/wat categories in order to determine their discussion and conclusion.
ch?v=HH7jOoH5ToE validity.
¿Qué es un foro?
https://www.youtube.com/wat
ch?v=kb6tSD9n8Xg
¿Qué es un foro?
https://www.youtube.com/wat
13 ch?v=vSmmfkyZur4
Smith, T (n.d). Building
academic community through a
town hall forum: rhetorical
theories in action
https://wac.colostate.edu/boo
ks/winks/chapter19.pdf
Students bring an outline of
what the report forum should
be like.
Apr 28 Students plan a round table Round table about the conceptual Students conclude their in-situ Round table: Methodological and
about the Methodological and and methodological appropriation of research exercise. conceptual appropriation of the
conceptual appropriation of the field. Students plan a 15-minute field.
the field. Exercise developed in groups where presentation to socialize their Research Log #3: What are my
14
students are expected to show preliminary findings, discussion conceptual and methodological
positionality, validity and expertise. and conclusions with the class appropriations and constructions in
Community. the field of reading and critical
thinking?
May 5 Students plan a 15-minute Each group shares preliminary Task: Each group plans, writes Draft 3: Results and Discussion
presentation to socialize their findings, discussion and conclusions. its forum participation based
15 preliminary findings, discussion on the guidelines provided by Data Analysis- Preliminary Analysis
and conclusions with the class Class´ community comments, the teacher. and Findings
‘community. suggestions, etc.
16 May 12 Students plan the forum based Forum Rehearsal Students refine their Forum´s Public Presentation.
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 on the decisions made by the participation based on Students share their theoretical
class in general. comments and analysis made and methodological constructions,
by the class´ community. and appropriation with the
community.
May 14, 15 and 16 Public Presentation: Forum
May 19 Closing meeting and Feedback Writing Process
17 Feedback will be based on the May 29th. Students deliver FINAL
reporting activity. copy of their text.

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