Task 1: Designing a Teacher 1

Task 1: Designing a Teacher

Adriana González Pardo

Diana María Gil

Mónica Cecilia Becaria

Luis Felipe Duarte Rojas

Paula Daniela Barros

Group: 551023_1

UNAD

Author Note

Activity submitted in partial fulfillment of the requirements of the Teacher Development

course 551023A_763 tutored by Dina Esperanza Bonilla

July 2020
Task 1: Designing a Teacher 2

SCREENSHOT OF THE TIMELINE

Timeline of Diana María Gil

Task 1: Designing a Teacher 3

Timeline of Adriana González Pardo

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Timeline of Mónica Cecilia Becaria

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Timeline of Luis Felipe Duarte Rojas

Task 1: Designing a Teacher 6

TEMPLATE
Title of the Strategy: Teacher support groups
Designed for: Monica Cecilia Becaria Group number: 551023_1
Adriana González Pardo
Diana María Gil
Luis Felipe Duarte Rojas
Paula Daniela Barros
Objectives for the strategy:

• Work collaboratively in the search for solutions to the problems that arise in the
development of the teaching profession.

• Cooperate in the discussion to optimally respond to the needs of the students and teachers
of the Educational Center.

• Receive and support advice and ideas from other teachers to learn from each other and
improve their teaching performance.

Introduction for the strategy:

When support groups are formed between teachers, one starts from a specific problematic situation
described by a teacher who demands help from other teachers.

A hypothesis, explanations and alternative solutions are proposed that are implemented and
reviewed by themselves. So, practical, and shared knowledge is formed. Therefore, it can be said
that support groups between teachers are based on teamwork and collaboration.

It is advisable that each week, or every fortnight, the support groups hold a meeting with the
teacher asking for help. In this sense, it should be borne in mind that in these meetings a single
problem should be dealt with, concluding the case, or agreeing on a follow-up date to review the
evolution of the situation.

On the other hand, it is worth highlighting the importance of establishing good organization and
planning. In other words, teacher support groups should keep track of sessions and take
confidential notes on each issue. In addition, to carry out its function, it is necessary that the
teachers and the school management support this work.

Aimed at: English teacher

Technological Tool: Web site (google site)

ICT competencies standard for teachers of the UNESCO: Through these groups, teachers'
knowledge could be strengthened to improve their teaching in classrooms
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Advantages of the strategy Disadvantages of the strategy

1. Teachers can come together and contribute 1. Many times teachers have different points of
their different ideas in a creative way to bring view, which generates controversy.
them into the classroom.
2. That teachers do not have the technological
2. Teachers will offer effective support during tools to materialize their ideals.
the teaching-learning process.
3. That the group of teachers does not fully
3.Students will have first-hand information comply with what is proposed in the meetings
thanks to the ideas and knowledge of the
group of teachers. 4. The commitment and participation of teachers
as well as the academic coordinator is required.
4.The group of teachers will be more in
contact, which will allow a better 5. is that teachers learn to use technological means
organization and implementation of the this website can be used from our mobile devices
different teaching tools. and that sometimes there are no computers for
everyone.
5. Using an easy technology tool for teachers
where they can improve teaching methods or
study plans, you can also use the class
preparation space to carry out this strategy.
Conclusions

1.With this strategy, we seek to implement teacher support groups to facilitate the teaching-
learning process.

2. Teachers will have the opportunity to meet to plant the different didactic and technological
strategies to apply in the classroom.

3. In these groups of teachers, greater ideals can be obtained with more effectiveness and creativity.

4. Through these groups, teachers' knowledge could be strengthened to improve their teaching in
classrooms.

5. It is important that teachers interact with technological tools such as web sites, as demonstrated
in the Covid-19 pandemic, many teachers were not familiar with these new strategies and
technologies, continuing with traditional teaching and learning methods.
Bibliography

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. Recuperado
http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/Competencias-estandares-
TIC.pdf
Strategy example link: https://sites.google.com/view/teacher-development/cover-page
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REFERENCES

Richards, J. C., & Lockhart, C. (1994). Introduction: Teacher development through exploring

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5_CBO.pdf/introduction_teacher_development_through_exploring_classroom_processes.

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67_CBO.pdf/teacher_support_groups.pdf
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