DCBN English Teacher Career

Dirección de Educación Superior Pedagógica
Área de Formación Inicial Docente
Division of Higher Pedagogical Education

Area of Initial Teacher Training
BASIC NATIONAL CURRICULUM DESIGN

FOR THE PROFESSIONAL CAREER OF
ENGLISH LANGUAGE TEACHER
2010
DISEÑO CURRICULAR BÁSICO NACIONAL
PARA LA CARRERA PROFESIONAL DE PROFESOR EN IDIOMAS ESPECIALIDAD: INGLÉS
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MININSTER OF EDUCATION
José Antonio Chang Escobedo
VICEMINISTER OF PEDAGOGICAL MANAGEMENET

Idel Vexler Talledo
VICE MINISTER OF INSTITUTIONAL MANAGEMENT

Víctor Raúl Díaz Chávez
DIRECTOR GENERAL OF HIGHER EDUCATION AND TECHNICAL TRAINING

Manuel Alejandro Solís Gómez
PEDAGOGICAL DIRECTOR OF HIGHER EDUCATION

Guillermo Molinari Palomino
Coordinator in the Teacher Training area

Olinda Moloche Ghilardi
Task Force in the Area of Initial Teacher Training

• Teresa Amelia Álvarez Marroquín
• Ana Maria Barboza Vega
• Nancy Emperatriz Cabrera Alcalde
• Ana María Campos Rosemberg
• Luis Edilberto Garay Peña
• María Isabel Jugo Cairo
• Ana María Silvia Pinedo Osorio
• Ana María Smith Encalada

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CONTENTS
PRESENTATION
CHAPTER I: THEORETICAL FRAMEWORK

1.1. Diagnosis of the reality of Initial Teacher Training
1.2. Agreements with worldwide implications that guide education
1.3. Legal basis
1.4. Curriculum design
1.5. Curriculum Principles
CHPATER II: GRADUATE STUDENT PROFILE

2.1. Profile
2.2. Graduate Student Profile
CHAPTER III: CURRICULUM

3.1. Career organization
3.2. Curriculum Structure
3.3. Posters
3.4. Abstracts and content
CHAPTER IV: CURRICULUM DEVELOPMENT

4.1. Curricular diagnosis
4.2. Curricular Programming
4.3. Curriculum Implementation
4.4. Curriculum Evaluation
BIBLIOGRAPHICAL SOURCES

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PRESENTATION
Education is a personal, historical, social, ideological phenomenon that develops in society and is a guarantee of its
survival and progress. It is part of a country’s social reality and should not, therefore, be a process divorced from that
context, but linked to its dymanic history. As a socio-cultural process, it facilitates and makes possible the integral
development of the individual, which is indispensable to the socio-economic development of a country. As such, the
National Educational Project, is a necessary state policy in the eyes of those citizens and policy makers who
understand and wish to confront the educational challenges of the development of the country and its citizens.
The Ministry of Education’s Department of Higher Pedagogical Education, elaborates this National Basic Curriculum
Design, (Diseño Curricular Básico Nacional: DCBN) for the Career Curriculum for Languages Specialty: English. This is
done in the framework of the National Educational Project 2021, Law Number 28044, General Law of Education and
Law Number 29394, Law of Institutes and School of Higher Education and its rules approved by the Supreme Decree
Number 004-2010-ED.
DCBN maintains the strengths of previous curricular structures, while incorporating the advances of science and
technology and the needs of society. It also fosters the development of professional competencies for a more
efficient and effective performance in the social and educational space in which the future teacher will work. It has
the following characteristics:
1. Incorporates the concept of human development as a universal articulator, considering the individual as the
center of the process, thereby allowing him or her to expand his/her options and opportunities.
2. It fosters, from an interdisciplinary focus and holistic vision, knowledge management as well as the development
of critical and creative thinking.

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3. It guides the development of civic education within the framework of respect for human rights and tolerance of
differences, favoring democratic co-existence, and building peace with social justice.
4. It is organized in two stages: the first, called General Education, runs from semesters I to IV, and the second,
called Specialized Training, covers semesters V to X. This organization allows for the deepening of scientific
knowledge, the interrelationship of areas, theoretical and practical reflection, and content related specifically to
a particular career.
5. It is an open curriculum as Stenhouse defines it. As such, this curriculum is constructed and constantly enriched
by the practice of educational actors and engages in a process of constant development, so that it remains open
to critical discussion.
6. It requires the achievement of professional competencies while simultaneously considering personal,

professional/pedagogical and social/communal development as fundamental aspects of comprehensive teacher
training; and prepares students according to the areas of performance that the Public Education Career poses:
teaching management, institutional management and research.
7. It demands a process of diversification and curricular innovation and focuses on an intercultural approach
without losing sight of national unity.
8. It assumes pedagogy as the science that reaches the theoretical-practical knowledge product of research.
9. It promotes research with the aim of producing educational innovation that will help achieve consistent levels of
prosperity in various contexts.
10. Promotes critical and systematic use of Information Technology and Communication (ICT) as key tools for
generating knowledge and improving learning processes in the development of educational activities, promoting
the connectivity of the actors in virtual learning spaces.
11. Promotes mastery of linguistic and communicative competence in both the mother tongue as well as in a
second language to support the inclusion of students from the national and international community.
12. It promotes a productive entrepreneurial culture in order to develop skills that allow students to motivate, to
build and to manage local, regional and national development projects, establishing synergies with various
sectors of civil society.
13. Promotes teaching practice, allowing students to engage in different local realities so as to enhance their skills
to contribute to social change from within the school.
14. It considers modifying various seminar classes to meet the educational demands of students.
The DCBN for the English Language is presented in four chapters: theoretical framework, graduate student profile,
curriculum and curriculum development.

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CHAPTER I
THEORETICAL FRAMEWORK

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1.1 DIAGNOSIS OF THE REALITY OF INITIAL TECHER TRAINING
The demands of modern society require constant training and learning by general practitioners, especially those who
work in education. In this regard, the high academic standards that training institutions offer will be a condition for
progress towards the achievement of quality educational services.
Another condition taken into account are the results of the multiple investigations that exist on initial teacher training
which help identify knowledge gaps and direct our attention to various alternatives and modifications to the field of
curriculum development. Therefore, we present some findings with regard to curriculum development.
Curricula in Institutes of Higher Pedagogical Education
The Institutes of Higher Pedagogical Education are currently using a different curriculum, a curriculum design that has
now been modified in accordance with the requirements of new educational approaches and changes depending on
the nature of the major and expertise that is available:
• The Curriculum Design that was generalized starting in 2000 is characterized by a curriculum that introduces
research from the beginning of teacher education training and promotes a student's early contact with reality
through practice. However, a study conducted by the University ESAN notes that action-research has been limited
to writing thesis, for the most part for purposes of certification and educational aspects, with little social utility.

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• The Curriculum Design that trains teachers for secondary education, approved in late 2007, was developed in
response to the educational demands of the time and in accordance with policy guidelines. It has been applied
experimentally in teacher training institutions with students who entered that year.
• Starting in 2008, the Ministry of Education promoted the development of a strategy for the implementation and
validation of experimental curricula in a more participatory way, with monitoring procedures and systematic
support seeking to establish the consolidation of appropriate curricula and supported by assessments from the
perspective of pedagogical practice.
• To train future English Language teachers to function in educational institutions for pre-school, primary school and
secondary school, the Curriculum supposes appropriate and relevant academic training in order to act
appropriately in the many multilingual and multicultural realities of our country. Therefore, this Curriculum
contributes to the development of linguistic communicative competence and thus develops intercultural relations,
which include oral and written expression and comprehension.
Educational Reality
The results of the 2004 National Assessment showed that students had difficulty understanding the texts they read. In
sixth grade, that is, immediately before entering high school, only 12.1% of Peruvian students performed at a level
sufficient for the development of the capabilities assessed.
The analysis of the results conducted by the Unit of Quality Measurement (UMC), concluded that a high percentage of
the school population could only perform tasks associated with reading comprehension at the literal level, to the
detriment of achieving inferential and critical levels. From these results a series of measures to improve reading skills
among Peruvian students were established.
The Census Evaluation of Students (ECE) 2008, also done by the UMC, was taken this time in order to determine the
level of achievement for students in second grade in written comprehension and mathematical logic skills - Numerical
Sense. It also evaluated, in educational institutions that implement the Bilingual Intercultural Education Program (EIB),
the understanding of fourth grade texts written in the native languages of: Quechua Cuzco Collao, Aymara, Shipibo
Konibo and Awajun as a first language, and in Castilian (Spanish) as a second language. Additionally, in the
educational institutions that implemented the Bilingual Intercultural Education Program (EIB) in other languages, a
comprehension of fourth grade texts written in Spanish as a second language were also evaluated.
As far as reading comprehension is concerned, the ECE 2008 measured the meaning of construction processes that
take place when reading different types of texts.
The 2008 Student Census Evaluation and results showed that 16.9% of the students evaluated were located on level 2,
which is to say those who reach the expected achievements, while 53.1% are at level 1, which refers to students who
are in the process of achieving the criteria. The remaining 30% was below level 1 in connection with the students who
did not achieve all learning criteria. This indicates that in 2008, 83.1% of the second grade student population had not
yet achieved the expected results which should have been obtained upon completion of their studies.
Also, while 22.5% of the urban student population scored within level 2, and only 5.5% of those students found in
rural areas reached this level. As for level 1 in urban areas, students achieved a 58.5% and in rural areas, 41.9%. As for
those who are below Level 1, 19.0% were found in urban areas and 52.6% in rural areas.
The UMC reported, just as a finding of the ECE 2008, the fact that students, as far as reading comprehension is
concerned, read sentences at different levels of complexity, though these tasks represent only initial literacy learning.
They also understand texts of medium-size and they perform tasks of global comprehension in very brief texts.

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This reality demands a greater readiness on the part of teachers in general and in particular those that are prepared in
teacher training institutions so that they can overcome the difficulties presented by the students of secondary
education in both rural and urban areas.
Institutional Management
Over 50% of the General Directors of the public Pedagogical Institutes of Higher Education (IESP), will serve in a
temporary position, a condition that causes instability in institutional management.
The results of the assessments conducted by the Ministry of Education indicate that most institutions have a
satisfactory level of institutional management, as evidenced by their organized and participatory style and have the
supporting documents that complied with the performance of the educational actors. However, limitations have been
identified in the management and pedagogical supervision in the classroom, as well as in the implementation of
infrastructure and educational resources, evidenced by:
- Computer and informational technology labs with outdated equipment, the use of which is limited, thus
preventing its effectiveness as a teaching tool for skills development in students and its application in various
training sessions areas.
- Libraries with little current literature and poor customer service.
Teacher Performance
Most trainers have taken self-learning processes to meet the demands of teacher education curricula that have been
implemented, but in some cases, we have identified the presence of teacher trainers with little pedagogical
preparation and deficiencies in the management of theoretical basis, which weakens the guidance and support of the
pupils in their care.
This situation impedes the development of appropriate methodological models for the level and cycles of the EBR, the
diversification of the curriculum, and its implementation in the learning sessions. In addition, it generates adverse
reactions to change.
Dr. Luis Piscoya, in the report he did for IESALC - UNESCO (2004) on the matter, said:
"In Peruvian educational resources linked to the Ministry of Education in Colleges of Education and teachers
unions, there is a concept that holds that teachers should be trained primarily in how to teach and secondarily on what
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to teach."
"There is tension between the practice of teaching professionals with educational and professional training in
other specialties. This discrepancy occurs because we recognize that teachers have inadequate training in their areas
of specialty, which hampers the recognition of teaching as a profession. To resolve this tension it is necessary to
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radically change the system of teacher education.”
In the survey taken on April 2009 for teachers of the career of languages, especialty English, the Educational
Directorate of Higher Education, in the Ministry of Education, identified the following:
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PISCOYA HERMOZA, Luis Adolfo. La Formación del Docente en el Perú. Informe elaborado para la IESALC-UNESCO. Lima, Perú 2004, Pg. 6.
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LOPEZ DE CASTILLA, Martha. Bolivia, Paraguay and Perú. ¿Cómo estamos formando a los maestros en América Latina? Encuentro
Internacional: El desarrollo profesional de los docentes en América Latina. Lima, Perú. 2003. Pg.105.

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• The teacher trainers, despite the great interest shown on being trained and updated with respect to modern
approaches, show some weaknesses which require attention, such as the fact that they must a clear understanding
of communicative competence.
• Most of them have limited knowledge of English.
• The approach used for teaching and learning of language focuses on grammar and formal instruction, detached from
the practical and critical reflection on the functioning of the system.
• A review of the syllabi revealed a lack of expertise on the part of the teacher trainers about the abilities students
must develop to become competent learners of English.
The foregoing is compounded by the need to address international agreements signed by our country and reinforces
the need for teachers to achieve a better quality education.
At the Ministerial Meeting held in Lima during the Asia-Pacific Economic Cooperation in June 2008, "A New
Commitment to Asia Pacific Development", they recognized Quality Education for All as a common goal. Thus, the
theme of the meeting was declared to be "Quality Education for All: Achieving Competencies and Skills for the XXI
Century", whose aim was to ensure that all students receive a quality education that allows them help to close the
economic gap in our respective economies and the entire Asia-Pacific region. It was agreed to concentrate efforts on
the development of knowledge, skills and attitudes that will allow students to face the challenges of the XXI Century.
At the event there was also a renewed commitment to support the activities and projects of the Education Network
(EDNET) to achieve the goal of having more robust, dynamic, inclusive, gender-responsive, and accessible educational
systems within thge Asia-Pacific region. EDNET Coordinators and priority leaders have kept the focus of the forum in
learning foreign languages, saying that foreign language learning is essential because we live in a global economy.
Being able to speak other languages and communicate in culturally sensitive ways is necessary for trade and
international exchange.
Ministers recognized that more efforts should be made to facilitate international educational exchanges among APEC
countries. This means working towards increased reciprocal exchanges of students, graduates and talented
researchers, thereby strengthening existing links. The exchange will seek to develop foreign language skills and
intercultural knowledge, provide internship opportunities, and strengthen professional skills.
Therefore, the National Basic Curriculum Design in the English Languages major, considers important changes in the
approach to teaching and learning, but also and in parallel form, the urgency to address the strengthening of
professional skills of teacher trainers who are responsible for the area at the Institutes of Higher Education Pedagogy.
Pedagogical model.
A study by the PROEDUCA OREAL-UNESCO and GTZ in 2003 on the state of Teacher Education in nine countries in the
region, which includes Peru, indicates that the primacy of logic in teacher-training academies in many cases refers
back to the system's needs, and in this sense, new demands in the curriculum of initial training.
In the same vein the National Council of Education states that:
Teacher Training has some serious problems. These are not limited to the existence of an exorbitant
number of graduates of the career, or to the poor control of supply of these professionals, but the
problem extends even to the historical gap between the teaching model that prevails in basic education
and the development of pedagogy worldwide, as well as poor training, which together perpetuate a
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teaching based on copying, dictation and repetition.
3 Consejo Nacional de Educación

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Against this situation, the pedagogical model that is advocated through the implementation of this curriculum, values
the formation of the individual. It emphasizes civic education, ethics, democratic thinking, responsibility, and
encourages students to be caring, to be capable of promoting a culture of life and to respect diversity, with
discernment and critical thinking, always looking for alternatives to solve problems. It promotes teamwork, the
relationship between practice and theory, promotes ongoing reflection on the actions of teachers in the educational
field, all key features to function successfully in the social context and make positive contributions to local, regional
and national realities.
Research and Innovation.
Although the evaluation processes conducted by the Ministry of Education since 2004 in initial teacher training
institutions, have demonstrated research success stories related to the practice of local development projects, these
also have identified a high percentage of institutions with little research output.
Teacher trainers are responsible for promoting research, but most do not develop sufficient research for the purpose
of teaching and institutional improvement, and they limit its use as a tool to generate knowledge and innovation.
Career in the English Language
The design of the Career in the English Languages in Pedagogical Institutes of Higher Education has a
curriculum that promotes the following items.
- The comprehensive education of students as individuals, professionals and actos in the social/communal
sphere.
- The care required for the academic aspects of training for an ideal performance, pertinent and of high
quality for future teachers.
- The development of the skills required by students as individuals and future professionals.
- An assessment, which improves the performance of students.
- An evaluation of the student’s characteristics when he/she enters the institue and when he/she graduates
from it, the results of which will contribute to the detection and treatment of problems that may occur in some areas
of personal and professional development.
- Attention to diversity and inclusion.
- Flexibility to diversify according to contextual needs.
- The design, creation and use of materials for development of the teaching and learning processes.
- The functional communicative approach in order to develop linguistic and communicative skills related to
reading comprehension, oral speech and writing processes.
- Attention to master a second language.
- The development of interdisciplinary works and projects.
- The use of information technologies and communications.

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1.2 AGREEMENTS OF GLOBAL SIGNIFICANCE GUIDING EDUCATION
Using the following documents, global consensus, and various theoretical underpinnings as guidance, the Curriculum
has been re-evaluated.
World Conference of Jomtien (1990) in establishing education for all, based on agreements and defining
policies for the care of the basic learning needs of children, youth and adults. It also prioritizes the following goals:
- Universal access to learning;

- Promote equity;
- Give priority attention to learning outcomes;
- Broadening the means and scope of basic education;
- Improve the learning environment, and
- Strengthening the concentration of alliances for the year 2000.
Delors Report UNESCO (1996) considers education as a means of development for the XXI century. Based on
four pillars of knowledge or skills that humans must learn and develop through educational processes:
• Learn to be, affect the possibility of autonomy in the thinking and acting of the future teacher in order to
determine what should be done in diverse life situations.
• Learn to know, involves learning to learn, exercising attention, memory and thinking and being able to learn
from different approaches: systemic, information and virtual communication, cybernetics, dynamical systems
and chaos theory.
• Learn to do, allows the student to apply knowledge in practice, seeking to combine personal jurisdiction with
professional qualifications, skills forming interpersonal relationships, teamwork and conflict resolution.
• Learn to live together, learn to live with others, includes the personal discovery that requires self-awareness,
promoting human pluralism and respect for differences, and achieving an interaction through dialogue and
exchange of arguments in order to reach common goals that go beyond the differences and conflicts . It values
the points of convergence over the issues that divide, and promotes solidarity in society.
Declartion of Bolonia (June 19, 1999) to create a space of higher education that respects and values the diversity
of institutions and educational systems in multilingual and multicultural environment; academic freedom and
autonomous responsibility with greater freedom in managing a light legislative apparatus that facilitates diversity,
assumes their own strategies and adequate funding.
World Forum on Education in Dakar (April 26 to 28, 2000), the countries evaluated compliance with the
agreements made at Jomtien, collected and took the proposals to achieve the goals and objectives of Education
for All (EFA), based on the belief that all people have basic human needs and aspirations. Here, special emphasis
and concern is given for teacher training as one of the key requirements for improving the quality of education, it
pledges to provide quality education for children, youth and adults with equity, applying integrated strategies
within a sound democratic system which clearly highlight the social justice, peace. It also mentions the possibility
of developing the educational system based on local culture to meet their needs and achieve appropriate learning,
recognized and measurable in order to prepare for active life by developing essential life skills.

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Millennium Declaration and Millinnium Development Goals (2000) United Nations Report of
2007 on the progress of the millennium development goals, writes: it is estimated that climate change will have a
serious impact on an economic and social level, which will impede progress toward these goals.
Some countries have advanced, some have not, for this reason the United Nations and work programs should
promote comprehensive human development, especially in the areas of education and health.
This curriculum takes on the challenges of educating in order to eradicate poverty, improve standards of health
and quality of life, ensure environmental sustainability, considering that global warming is inevitable.
Joint Statement: IV Meeting of Ministers of Education Forum for Asia Pacific Cooperation (APEC - June
2008) Education ministers from 21 economies that make up the Forum of Asia-Pacific Cooperation, took
responsibility for improving the education sector to promote awareness, understanding, diversity, a culture of
peace and quality education for the region, declaring the aforementioned as systemic components key to
educational change:
a) Quality teaching and instruction, teacher training to promote the use of new teaching methodologies to help
students achieve the skills and competencies for the twenty-first century. This involves social, economic and
sustainable development of the 21 economies in just societies that value knowledge, promote a culture of
peace, understanding and diversity.
b) Standards and Assessments: The exchange of experiences contributes to the use and improvement of
standards and assessments in each APEC economy. This implies having a current curriculum tailored to the
diverse realities and needs of today's world.
c) Resources and Tools: Sharing and developing materials and tools that support learning.
d) Policy and Research: Development of research to learn about educational policies that have contributed to
improving the quality of education in the Asia-Pacific region. (Article 15)
1.3 LEGAL BASIS
1.3.1. Laws and national plans to guide the Education
Law N° 28044, General Law of Education

Regarding the specific issue of teacher education, the Act provides that a major factor in achieving educational
quality, is an initial and ongoing training to ensure competency of teachers and educational authorities. (Article 13,
paragraph D)
The responsibilities of the teacher include teaching, administration and research. The positions of director and
deputy director are administrative and they are accessible by public tender. (Article 59 ° areas of teacher
performance.)
The State guarantees the implementation of a National Program for Lifelong Education and Training (PRONAFCAP),
linking the initial training of teachers, with workshops to update their knowledge. This program is articulated with
higher education institutions. It is the duty of the State to provide adequate means to ensure effective
participation of teachers. (Article 60, Permanent Education and Training Program)
Law N° 29062, Law for the Public Educator
This law rules that initial teacher training is given to institutions accredited by the National Assessment and
Accreditation of Educational Quality (SINEACE), the same that will be achieved through its operating institutions.
Establishes the conditions for promotion to various levels of the profession of Public Educator and the evaluation
criteria and processes for admission and retention of teachers in EBR.

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Determines the basis for comprehensive, relevant, intercultural, quality and ongoing training program for the
teachers.
Recognizes three work areas: educational administration, institutional management and research, areas that are
training guidelines. The initial training of teachers is conducted taking into account the guidelines of the National
Education Project (PEN) with an integral and intercultural vision that allows the balance between a good general
education teaching and training within the specialty.
Law N° 28740, Law of the National System for Assessment, Accreditation and Certification of
Educational Quality – SINEACEand its Regulations approved by D.S. 018-ED –2007
The SINEACE law, establishes the importance of any institution of higher education, college or university, public or
private that form education professionals, and affims that they will be assessed and accredited, which means
promoting a culture of quaity evaluation that sets standards and mechanisms to assure the quality of the
educational services provided. The standards covered by the minimum capacity is expected to be demonstrable in
the educational performance, their use is a prerequisite for teacher training institutions guides the fulfillment of
their mission and meet the expectations that the state and society have of them.
Law 29394, Law of Colleges and School of Higher Education and the regulations adopted by D.S. Nº
004-2010-ED
This Law regulates the establishment and function of institutes and public or private schools of Higher
Education that are part of Higher Education in the national education system.
Establishes conditions for the educational institutions for research, curriculum, lesson plans and issuance of titles
that these institutions can provide; while at the same time it regulates its organization and governance.
Determines the need for institutions to adapt these regulations, according to the Adequacy Plan formulated by the
Ministry of Education.
National Plan of Education for All 2005-2015, Perú: “Towards quslity education with equity.”
Policy was defined as the creation of conditions necessary to ensure a professional and effective teaching
performance, especially in contexts of poverty and exclusion in the context of the revaluation of the public career of
teachers. To address the implementation of this policy, the following objectives, among other, have been established.
- Implement proposals and in-service training designed to meet the learning needs of students in an
intercultural perspective, social cohesion and sustainable human development, ensuring quality educational offerings
and models of efficient and decentralized management, and reduce factors of exclusion and inequality which is
integral to people.
- In order to promote the accreditation of teacher training institutions, the administration of the system must
be accompanied by a strategic and decentralized capacity to develop effective governance in their various fields.
The DCBN promotes the strengthening of social skills and research capabilities in students for them to assume
leadership as entrepreneurs and project managers. It also advocates the application of methodologies and
strategies for knowledge of the social economic reality of the region and the care local issues in order to promote
sustainable development .
National Education Project (PEN) to 2021, approved by R. S. Nº 001-ED-2007.
Strategic objective 3 proposes: "Teachers who are well prepared professionally are engaged in teaching." This goal
affects the development of skills that allow the student and future teacher to gain an integral solid foundation from

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the beginning of the careeer and during his/her career, according to educational and scientific progress, and taking
into account the educational priorities and diverse and multicultural reality of the country.
Strategic objective 5 proposes: Higher education quality is a favorable factor for development and
national competitiveness, encouraging the development of science, technological innovation, advancement of
knowledge and prospects for development, through research and innovation which motivates the design of its own
development path.
The whole PEN demands new policies geared towards quality and educational equity, democratization and de-
centralization, which means a teacher can encourage a new institutional and curricular management processes,
research and be pro-active, with greater autonomy and professionalism.
In this regard, the DCBN affects the understanding of institutional management processes so that students can
assume professional work while implementing the values of a democratic and participatory culture, committed to
local institutional development and the desire to improve the educational quality.
Multi-Annual Sector Strategic Plan (PESEM 2007-2011), approved by R. M. Nº 0190-ED-2007.
Channels the guidelines and commitments of international agreements, national strategic objectives of the
National Education Project and the policies that the Government has set for the five-year program public investment
in education. To this end, it defines the various services under the terms of Basic Education, Technical-Productive
Education, Higher Education, and the areas of Science, Technology and Research, Culture, Sports and Recreation.
This document defines specific strategic objectives of the consolidation of public higher education institutions as
high-quality centers of study and research and it strengthens and revalues the teaching profession. Also, it
becomes a reference point for strategic activities of accreditation of institutions of higher education and the
development of the Initial Teacher Training program.
1.4 CURRICULUM DESIGN
It takes an approach to curriculum as a social-cultural construction

This approach is characterized by greater involvement of teachers and other social actors in curriculum development
(from design to implementation of the curriculum), according to the national, regional, local and institutional
demands and needs.
The principal authors contributing to this approach are:

- Lawrence Stenhouse (in the late 70s) from England defends the idea of a curriculum as a social construction,
in constant negotiation with social actors.
- In the same vein, César Coll (1987) emphasizes the idea of open an curriculum, which must constantly feed
on teaching practice, from a constructivist conception of learning.
- P. Jackson (1991) and E. Eisner (1979) calls attention to the existence of a "hidden curriculum" (which in fact
is taught in school without being declared or being rather explicit and in many cases contradicting the explicit
curriculum)
- E. Eisner, further distinguishes the implicit or hidden curriculum, the null curriculum (what the school does
not teach) and the explicit curriculum (plans and programs).
- José Gimeno Sacristán (1989) in Spain, emphasizes the idea of non-neutral curriculum, a curriculum as
praxis, expression of the socialization function of the school.
- Paulo Freire (1973) and others, defend the idea of a curriculum’s relevance to the social and cultural reality
of Third World countries.

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The curriculum is assumed to be a process rather than a product

According to Stenhouse (1984) a curriculum is defined as an educational proposal in principle with essential features,
but always open to critical scrutiny and capable of being restructured.
A curriculum is built using a process that involves several players to guide the design of the curriculum itself (explicit
curriculum) and define the learning experiences that allow student to develop (real curriculum).
A curriculum is a product of many cultural selection practices: pedagogical, administrative and political. It expresses
the social and cultural role of the educational institution.
Therefore, curriculum development is understood primarily as a process in which all actors in the educational training
institution concretize the construction of Curriculum Project activities through planning, organization, implementation
and evaluation of curricular components making them more relevant and meaningful for future teachers.
The DCBN incorporates the skills approach, which assumes that teaching and learning processes are opportunities to
release the potential of students so that they are increasingly autonomous and aware of their achievements and
shortcomings in order to become more effective educators. Higher education is understood, therefore, as a process by
which higher levels of professional development and achievement can be reached.
Curriculum with an intercultural focus

There is a direct relationship between how culture is perceived and how a curriculum develops in a specific
environment. Thus, a dynamic curriculum corresponds to a conception of culture that sees culture less like a product
and more like a production. This is contrary to the static design featuring the culture and curriculum as products that
do not undergo transformations and can, therefore, only be given, transmitted and received (Da Silva 1998).
Currently, the processes of globalization have facilitated trade flows and exchange of communication materials. We
live in a world where new social and cultural identities emerge and assert themselves, leading to hybridization of
identities, even in rural settings. (Da Silva, 1998, Garcia N.2001)
In this context, education should facilitate a dialogue between cultures revaluing regional and national characteristics
while critically examining and acknowledging the scientific, clutural, and technological contributions made by a global
environment.
From this perspective, educational actors are recognized as assets and builders of knowledge in relation to their
surroundings. The teachers, the curriculum and various teaching strategies are all tools that can help in that process.
The teaching-learning process constitutes a set of socio-cultural exchanges, with a mediating character of the school,
the community and the people. The socio-cultural environment, incorporating both cognitive processes and the
relationships between the environment, the individual and collective behavior, has a systemic perspective in their
conception of teaching-learning process, open to communication and exchange. (Mediational model - Ecosystem).
Transverse axis is assumed as the areas that require special treatment from the area of Intercultural Education.
Curriculum with a focus on competencies

The current global trend towards a more comprehensive training and more efficient performance is the main basis for
designing competency-based curricula.
Competencies have been defined and characterized in many ways, from simple know-how competencies that
emphasize observable, verifiable behavior (behavioral approach), to the job functions required in the successful

19
performance of an occupation or position (functionalist approach), to the knowledge acquired with the active
participation of a person in his/her own learning (constructivist). It integrates the capability of an individual to analyze
and solve problems in different scenarios or contexts (complex systems approach).
Consistent with this latter approach, it is assumed that the possession of complex performance skills that require
expertise in certain areas will result in a responsible and satisfactory performance, demonstrating the ability to do
4
what can be done to affect positive change .
These are examples of complex performance of conduct because in certain situations, they involve the action and
interaction of various dimensions of the human being (cognitive, motor, affective, volitional, valuation, etc.), so that
performance is integrally addressed.
Adequacy concerns the level of quality that is expected to achieve the competencies. It is not therefore a simple
know-how to do it well, but rather implies a “know-how” to know (knowing full awareness and knowledge of what is
done) and “know how” to be reflective (assuming responsibility for the consequences of one’s own performance).
Thus, the competence shows the implementation of resources such as knowledge, skills and attitudes which make an
integrated mode possible in which the person is articulate and can make smart decisions in different situations.
A competency curriculum is defined according to the areas that compose it and is evaluated against specific
performance criteria.
1.5 CURRICULUM PRINCIPLES
Participation and flexibility

It assumes a process-oriented model of higher socio-stakeholder participation and greater flexibility in the curriculum
to facilitate the diversification of curricular proposals for truly innovative, according to the needs of each particular
5
context, without losing sight of national educational policy guidelines.
The Process Model curriculum conceived as a project to experiment in practice, raises the collaborative work of
teachers in the development and implementation. It argues that these are not simple applications of other building
proposals, but when they act as researchers of their own teaching practice, this contributes to the construction of
relevant proposals.
This model is realized in a decentralized educational development framework aimed at strengthening social autonomy
(local, regional) and institutional autonomy, educational and administrative. In this case, it is to defend an idea of
autonomy that is not social disintegration nor a liberal exercise of the teaching profession, but it tends to create joint
proposals.
Mediation of learning
The effective promotion of meaningful learning requires a teacher to assume the role of mediator. This implies the
need to train a teacher-researcher-connoisseur in the educational, social, and cultural diversity of the region in order
to be able to serve as a mediator of culture (innovating and constructing new identities in accordance with the
demands and needs of a changing and globalizing world). A teacher is a mediator between the meanings, ideas,
feelings, values and behaviors of students and the community where they work with those of the global culture.
4 Tobón S. y García J.A. (2008). Gestión del Vitae por Competencias. Una aproximación desde el Modelo Sistémico Complejo. A.B Representaciones
Generales. Lima Perú.
5 Contreras José (1997). La Autonomía del Profesorado. Ediciones Morata Madrid. España

20
Therefore, instructors re-contextualize the official curriculum and contribute to the creation, selection and
organization of academic knowledge.
Reflection in and from the practice for social reconstruction

A teacher permanently applies meta-cognition when self-reflecting on his/ work and based on this innovates and
improves his/her practice. From the perspective of teacher education, in "reflection on practice", the teacher is seen
as a freelancer, able to think critically and practice everyday in order to understand both the specific characteristics of
the teaching profession, a specific group of learners, and the context in which teaching takes place, so that his/her
6
actions facilitate reflective self-development and the freeing of participants from the traditional educational process.
This implies the preparation of future teachers as curriculum-builders, who permanently benefit the lifelong practice
with an innovative attitude and an appetite for research. This is reflective of practitioners who understand their
practice as a space for dialogue that allows for changes, and adjustments rather than as an area of application of
theories and techniques.
The teacher, using national education policies as reference tools, plays a prominent role in the design, development,
implementation, and evaluation of the curriculum and is a highly relevant actor in the students’ perspective as well as
in the socio-cultural context of the school.
According to Stenhouse, there can be no curriculum development without a teacher’s continued professional
development. This is designed primarily not as previous academic preparation, but as a research process in which
teachers systematically reflect on their practice and use the result of reflection to improve the quality of their own
involvement.
In this new approach, the teacher is assigned an active role in the construction of the curriculum and in its
application—constant self-reflection in order to perfect his/her craft, which is also a means for the teacher to actively
develop his/her professionalism.
Evaluation with formative emphasis

From a pedagogical point of view, cognitive evaluation is understood as a formative reflexive process. Different than
constructivism, assessment is valued as a tool that can help one recognize the mistake and learn from it (the
participant of the educational process is not limited to repeat or replicate what they learned, but to recreate and
rework). In this regard, we emphasize the importance of socio actors as active processors and constructors of
knowledge and practice in relation to their surroundings. The training, curriculum development and teaching
strategies are tools that assist in this process.
It requires that assessment be understood as part of the teaching/learning process, and a tool that provides
information to participants within the educational system about how they are progressing and where are they failing
and, in turn, makes appropriate pedagogical decisions according to the identified problems. Thus, the evaluation
becomes an indicator of progress in the learning process.
6
IBIDEM: Page 243.

21
CHAPTER II
GRADUATE PROFILE

22
2.1 PROFILE
The profile is a set of skills that students should be familiar with and have command over by the end of their teacher
training education. It serves as a reference tool for trainers and those who are responsible for creating pertinent
educational policy.
The profile underscores and reiterates the intentions and aspirations that guide the initial formation, considering the
principles and objectives of higher education as national and global demands of the teaching profession.
It is comprised of five main categories:
• Humanist: promotes education that fosters the development and growth of the human being, encouraging
him/her to be involved as an active agent in a society where peace, freedom and universal solidarity are
fundamental in development. A professional is formed under a national and international framework,
through the study of contemporary world problems, key challenges for humanity, respect for human rights,
environmental protection and promotion of cooperation among nations.
• Intercultural: understands differences as qualities that can foster understanding and mutual respect among
different cultures, as well as allow for an exchange of knowledge and values on an equal footing, contribute
to the development of knowledge, philosophy and worldview, and improve relationships that are established
between different actors in different circumstances. It allows participants to develop a critical awareness of
their own culture and ultimately embrace globalization.
• Environmental: sustainable development challenges the ethics of responsibility and solidarity that should
exist among human beings and between human beings and nature, that is, from an intra and intergeneration
view, from a biocenocentrical line. Under this approach, the "ethical community" is understood as a
7
community that is concerned not only with humans (anthropocentric), but with inanimate nature as well.
• Equity and inclusion: is based on the essential equality of human beings, which is realized when real equality
of rights and social power are exercised. Recognizes the need for equal opportunities for access and
permanence; requires quality treatment regardless of ethnicity, religion, gender or other causes of
discrimination.
• Culture of peace and respect for citizens' rights: it involves a shift in the individual and collective mindset
within the classroom, in which the teacher must promote the construction of values that allow an evolution
8
of social thought ; with full respect for democracy, human rights, freedom of conscience, thought, opinion,
the full exercise of citizenship and recognition of the popular will, which will ultimately contribute to mutual
tolerance in relations between people, between majorities and minorities and, in turn, strengthens the rule
9
of law” .
The profile is structured in dimensions, global powers, units of competency and performance criteria.
1. Dimensions: are areas of activity where students find opportunities to develop and strengthen the competencies
required for training. This page is organized into the following three topics:
7 AZNAR, Pilar “Educación ambiental para el desarrollo sostenible: hacia la construcción de la Agenda 21” Escolar, Madrid - España Abril 2004.
8 Ibid.
9 LEY GENERAL DE EDUCACION Nº 28044, Art. 8. Lima 2002.
(*) MINISTERIO DE EDUCACION Propuesta Nueva Docencia en el Perú. Lima – Perú 2003.

23
a. Personal dimension: conducive to deepening understanding of self, the identification of motivations,

potential, and needs for personal and professional development. Students take the challenge of developing
an identity that is characterized as unique and unrepeatable, and is a product of personal and social history
that guides their life plan. Students commit to their individuality in order to live ethically, and morally.
b. Teaching profession dimension: it involves the mastery of pedagogical and disciplinary content updated in
accordance with their subject area and the continued acquisition of new skills, and within the context of
efficient management of learning, relevant to the successful inclusion of students in education, the workplace
and in the processes that benefits human and social development.
c. Community social dimension: strengthens the ability to live harmoniously, seeking the common good and
development of institutional identity on local, regional and national levels by fostering the development of
social skills and values. It promotes civic education, autonomous participation, responsibility and
commitment to the process of decentralization and creating a democratic system, stating the sense of
belonging and identity, in order to contribute to the eradication of poverty, exclusion and while promoting
national development in the globalized world.
2. Global competition, ennumerates the performance of students according to the dimension of their profile.
3. Units of Competence are components of global competition that describe specific accomplishments that are
expected. They refer to actions, conditions for their realization, criteria and evidence of performance and how it is to
be carried-out. Its structure includes: an action verb, an object, a purpose and a condition for quality.
4. Performance criteria: are components of the units of competency, the results indicate what goals the students are
expected to meet, for which an explicit quality assessment statement to be achieved is incorporated. They are
described in general, so that they can be worked in any area. It corresponds to the teachers to contextualize them,
considering the characteristics and needs of their students and the nature of the area covered.

24
2.2 GRADUATE STUDENT PROFILE
DIMEN-
SION GLOBAL COMPETENCIES UNIT OF COMPETENCE PERFORMANCE CRITERIA
1. Fosters self-discovery and
1.1 Demonstrates ethical
ongoing self-creation; acts 1.1.1 Demonstrates listening skills, tolerance and respect in various communicative contexts.
responsibility and commitment
ethically in the completion of 1.1.2 Communicates and allows for the free expression of ideas, opinions and convictions.
in settings in which they serve to
daily activities, establishing 1.1.3 Makes decisions and solves problems independently and responsibly.
strengthen personal identity.
respectful relationships that
1.1.4 Demonstrates ethics, commitment, and self-discipline in all tasks performed.
enrich personal identity, and
encourage the promotion of 1.1.5 Shows consistency between personal discourse and professional practice, strengthening personal
human dignity. identity.
1.1.6 Shows confidence and motivation to achieve.
PERSONAL
1.2 Develops ongoing

processes of self-reflection to 1.2.1 Thinks critically about own daily activities.
achieve goals and react 1.2.2 Takes initiative, achieves goals with an entrepreneurial spirit.
appropriately to the demands of 1.2.3 Is pro-active and flexible in a changing reality.
their environment. Is committed 1.2.4 Values art as an expression of culture.
to developing and strengthening
1.2.5 Understands ongoing learning as part of the self-discovery process.
self.
1.2.6 Is proficient in a second language and technology, using both as tools to develop self.
1.3 Takes care of own wel-being, 1.3.1 Controls emotions in relationships with others, seeking personal balance.
incorporating healthy practices
1.3.2 Preserves and enhances own physical, mental and social health.
to improve his/her quality of life.
1.3.3 Takes responsibly for own health and avoids self-medication.
1.3.4 Preserves and conserves the environment to improve quality of life.

25
DIMEN- GLOBAL
SION UNIT OF COMPETENCE PERFORMANCE CRITERIA
COMPETENCiIES
2. Researches, plans, 2.1 Masters basic theories and 2.1.1 Analyzes and systematizes primary source information from investigations and experiments and maintains
implements and content, incorporating them into an updated bibliography.
professional work, thereby giving 2.1.2 Manages current theories and pedagogical approaches that support the teaching and learning processes.
evaluates educational
theoretical support to their teaching.
experiences, responsibly 2.1.3 Masters and organizes the content of the specialty to facilitate learning in different contexts.
applying the existing 2.1.4 Supports interdisciplinary theoretical and pedagogical practice in the context of ethical and social
PROFFESIONAL – TEACHING EXPERIENCE
theoretical and conceptions of knowledge, science and education in general.

methodological
foundations in his/her 2.2 Contextualizes the curriculum to
2.2.1 Educational reality characterized by applying methods from different approaches and research paradigms.
profession, in order to provide innovative, respectful, and
meet the contextual appropriate responses to a diverse 2.2.2 Understands national and world references that address socially-relevant contemporary problems,
demands; Contributes to range of social and educational challenges, and educational perspectives.
the formation of the needs. 2.2.3 Formulates innovative teaching proposals considering the results of the research conducted, the current
human race. education policy guidelines and various contextual demands.
2.3 Develops educational processes 2.3.1 Plans relevant teaching and learning sessions with an interdisciplinary approach.
grounded in theory and educational
2.3.2 Creatively selects and designs resources and educational spaces according to the required content and
experience, meeting the given
student characteristics.
interdisciplinary and intercultural
needs and demands of the 2.3.3 Applies relevant and innovative teaching strategies that promote learning.
environment.
2.3.4 Uses ICT in the educational processes developed.
2.3.5 Designs, selects or adapts strategies, techniques and assessment tools that are consistent with the
educational purposes and student characteristics.
2.3.6 Systematizes educational experiences to develop appropriate processes and strategies.
2.4 Anchors educational performance 2.4.1 Applies adequate assessment techniques and tools in teaching and learning.
to a variety of educational evaluation
2.4.2 Promotes democratic participation of educational actors in evaluation.
processes, making decisions that
improve the quality of the 2.4.3 Uses the evaluation results for decision making.
educational services provided.
2.4.4 Reflects on effectiveness of own educational work in relation to the level and progress of students.

26
DIMEN- GLOBAL
SION UNIT OF COMPETENCE PERFORMANCE CRITERIA
COMPETENCIES
3.1.1 Encourages a respectful and cooperative environment with the other education actors to foster
3. Acts as a social agent, 3.1 Interacts with other
educational actors harmoniously,
effective management within the institution.
with respect and
appreciation for constructively, critically, and 3.1.2 Takes iniciative and leads investigations/experiments that contribute to the manatement practices
various linguistic and reflectively, generating actions within the institution.
that promote institutional
world views, to 3.1.3 Promotes creative, cooperative, effective, and respectful group work.
development.
sufficiently undertand
3.1.4 Acts democratically, searching to establish collective well-being.
the culture, directing
institutional and 3.1.5 Promotes a culture of prevention and care for integral health (phyical, mental and environmental
community projects in health).
order to improve
quality of life. 3.2 Interacts socially 3.2.1 Promotes a climate of equity, based on the recognition and appreciation of the cultural and linguistic
SOCIO-COMMUNITY
demonstrating knowledge and diversity of the country.

understanding of the cultural
3.2.2 Promotes an awareness of and respect for different cultural events that contribute to a community’s
and linguistic diversity, valuing
identity.
difference as a basic human
right.
3.3.1 Favors organized, constructive criticism in community and educational proceedings,

3.3 Develops community
projects in partnership with employing a democratic, inclusive platform.
different government 3.3.2 Designs, implements, executes, and evaluates community development and social
institutions and community development projects together with community members.
efforts, to encourage social
responsibility. Enhances the 3.3.3 Runs programs that advocate awareness for the conservation of cultural heritage, artistic,
possibilities of and historic, and natural wonders, involving different actors within the institutional, local, and
opportunities for social regional levels.
inclusion and equity, thereby
contributing to the 3.3.4 Establishes strategic alliances with existing environmental institutions promoting
improvement of the quality of responsibility and providing resources to implement sustainable projects.
life in the community.

27
CHAPTER III
CURRICULUM

28
3.1 ORGANIZATION OF THE CAREER
The career has been divided in two stages:
• The first stage is divided into four semesters and is aimed at a general education that will allow the teacher to
achieve a certain level of competency in a wide range of subjects. This favors an interdisciplinary approach in the
student’s education and will serve to strengthen the fundamentals of the teaching profession. It will develop the
ability to observe, read and comprehend, locate and process information using ICT. It also prepares students,
through practice, so that the first contact with elementary school children, adolescents, youth and other
members of the community, is positive and motivating, and that it underscores the importance of values and
respect for diversity.
• The second stage consists of six academic semesters. Specialized training is a period in which students develop
the skills necessary for mastering the content of their chosen specialty and relating it to effective classroom
performance, specifically with students in the sixth and seventh cycles of Basic Education. This stage of analysis
and theoretical systematization is based on the experience and understanding of various educational
phenomena and their effectiveness in the classroom. It emphasizes the processes of abstraction and
generalization. It will develop creative, complex, and critical thinking, while seeking to consolidate autonomous
moral judgments and commitment to education. It favors the expansion of knowledge in the areas of the English
specialty. In the IX and X semesters intensive practices begin and are linked to applied research leading to the
degree, a degree that hopes to promote change and innovation.
In both phases, seminars and other events are developed and are intended to supplement teacher training, science
and technological knowledge of the students.
Stages of the Career Specialy in Languages: English
General Training. Consists of the following areas: Social Sciences, Mathematics, Communications, English,
Information Technology and Communication, Physical Education, Arts, Culture and Productive Entrepreneurship,
Environmental Science Culture, Religion, Philosophy and Ethics, Psychology, Diversity and Inclusive Education,
Curriculum, Career Development and Mentoring, Intercultural Education, Practice, Research, Option and seminars.
Specialized Training Consists of the following areas: Foreign Language, Phonetics and Phonology, Applied Linguistics
in Foreign Language, Anglophone Literature, Culture and Civilization of the Anglophone countries, ICT applied to
teaching English, Grammar, Curriculum and Teaching applied to English Tutoring, Guidelines for Management,
Institutional Theory of Education, Pre-Professional Practicum, Applied Research, Option / seminars.

29
3.2 CURRICULUM STRUCTURE
The career takes ten semesters. Each semester is comprised of 18 weeks, 30 hours a week, for a total of 540 hours.
Total hours for the career are 5,400, equivalent to 220 credits hours. Students will observe classes for the first eight
semesters and in the last two semsters, as the student develops his or her Pre-Professional Practicum in an
Educational Institution, the student will lead/teach their own classes.
CURRICULUM FOR THE CAREER IN LANGUAGES – SPECIALTY: ENGLISH

STAGES
I II III IV V VI VII VIII IX X

ÁREAS
Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr
Social Sciences I - II
Mathematics I - IV
Communication I - IV
English I - IV
Information Technology and Communication I-IV
GENERAL TRAINING
Physical Education I - II
Arts
Entrepreneurship Culture and Production I - II
Culture Environmental Scientist I - III GENERAL
Religion, Philosophy and Ethics I - II TRAINING
Psychology I - III
Diversity and Inclusive Education
Career development and Tutorial I - II
I-II curriculum
Intercultural Education
Practice I - IV
Research I - III
Optional I-IV / Seminars
Foreign Language I - IV
Phonetics and Phonology I-II
Applied Linguistics in Foreign Language
Anglophone Literature I-II
SPECIALIZED TRINING
Culture and Civilization of the Anglophone

countries I-II
ICT for teaching English
SPECIALIZED
Grammar
TRAINING
Curriculum and Teaching applied to English I - IV
Guidelines for Tutoring
Institutional Management
Education Theory I - II
Pre-Professional Practice I - VI
Applied Research I-VI
Optional V-VIII / seminars.

30
CURRICULUM FOR THE CAREER IN LANGUAGES – SPECIALTY: ENGLISH

STAGES
I II III IV V VI VII VIII IX X

AREAS
Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr Hs Cr
Social Sciences I - II 4 3 2 2
Mathematics I - IV 2 2 2 2 4 3 4 3
Communication I - IV 4 3 4 3 2 2 2 2
English I - IV 4 2 4 2 4 2 4 2
Information and Communication Technology I-IV 2 1 2 1 2 1 2 1
GENERAL TRAINING
Physical Education I - II 2 1 2 1
Arts 2 2
Entrepreneurship Culture and Production I - II 2 2 4 3
Culture Environmental Scientist I - III 2 1 2 2 2 1
Religion, Philosophy and Ethics I - II 2 2 2 2
Psychology I - III 2 2 4 3 4 3
Diversity and Inclusive Education 2 2
Career development and Tutorial I - II 2 1 2 1
Curriculum I - II 2 2 2 2
Intercultural Education 2 2
Practice I - IV 2 1 2 1 2 1 2 1
Research I - III 2 2 2 1 2 1
Option I - IV / Seminars 2 2 2 2 2 2 2 2
Foreign Language I - IV 6 4 6 4 6 4 6 4
ESPECIALIZADA
Phonetics and Phonology I-II 4 3 4 3

Applied Linguistics in Foreign Language 6 4 4 4
Anglophone Literature I-II 4 4 2 2
Culture and Civilization of the Anglophone countries I-II 4 4 4 4
ICT for teaching English 2 1
Grammar 4 3 2 1
Curriculum and Teaching Applied to English I - IV 4 3 4 3 4 3 4 3
FORMACION
Guidelines for Tutoring 2 1

Institutional Management 2 2
Education Theory I - II 4 4 4 4
Pre-Professional Practice I - VI 2 1 2 1 4 3 4 3 22 14 22 14
Applied Research I-VI 2 2 2 2 2 2 2 2 8 6 8 6
Optional V-VIII / seminars. 2 1 2 1 2 1 2 1
Number of Hours 30 30 30 30 30 30 30 30 30 30 300
Number of Credits 21 22 23 22 22 23 24 23 20 20 220

31
3.3 POSTERS
AREA SOCIAL SCIENCES

GENERAL TRAINING
SEMESTER I – SOCIAL SCIENCES I SEMESTER II – SOCIAL SCIENCES II

Develops critical and reflective thinking, promotes awareness for the conservation
of cultural heritage and history. Develops critical and reflective thinking, promotes awareness for the conservation of
cultural heritage and history.
Guides students to appreciate cultural diversity and strengthen civic education and
civic life. Guides students to interpret and defend information from reviews and analyses of
political, geographical, economic and cultural characteristics of major societies in the
Deepens and broadens study of political, geographical, economic and cultural western and eastern world to the contemporary age.
characteristics of major societies throughout the western and eastern world, from
antiquity to the modern age.
• Significant social, cultural, economic, political and geographical aspects • Areas of significance in Peru and the world during the twentieth and twenty-first
expressed in Peru and the world from the origin and evolution of humanity to the centuries, regarding the political, geographic, socioeconomic and cultural aspects.
fifth century C.E.
• Acts of great importance in the social, cultural, economic, political and • Coexistence between different regions in the global village.
geographical spheres arising between the sixth century and the fifteenth century
in Peru and the world. • Globalization: advantages and disadvantages.
• Changes of great significance in different stages of human evolution during the
sixteenth, seventeenth, eighteenth and nineteenth centuries in Peru and the
world.
• Co-existence of human rights and civic values in Peru as guaranteed by the
constitution.
32 PARA LA CARRERA PROFESIONAL DE PROFESOR EN IDIOMAS ESPECIALIDAD: INGLÉS

AREA MATHEMATICS
GENERAL TRAINING
SEMESTER I- MATHEMATICS I SEMESTER II – MATHEMATICS II SEMESTER III – MATHEMATICS III SEMESTER IV – MATHEMATICS IV
Guides the development of mathematical Guides students in developing the Guides students in developing personal Guides the development of mathematical
logical thinking through reasoning and capacities of abstract thinking, logical strategies for analyzing situations, identifying logical thinking of students, by reasoning,
proof, mathematical communication and reasoning, problem solving and and solving problems using different abstraction, selection, use of language and
problem-solving. mathematical communication. resources and tools and evaluating their appropriate mathematical tools to resolve
suitability. situations of different contexts with
Promotes positive attitudes towards Facilitates the analysis of geometric critical and reflective attitude.
mathematics in students. properties and relationships, identifying
shapes and spatial relationships that are
represented in reality. Sensitizes the
student to appreciate the beauty they
create.
33 PARA LA CARRERA PROFESIONAL DE PROFESOR EN IDIOMAS ESPECIALIDAD: INGLÉS

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Área de Formación Inicial Docente

Division of Higher Pedagogical Education

BASIC NATIONAL CURRICULUM DESIGN

VICEMINISTER OF PEDAGOGICAL MANAGEMENET

VICE MINISTER OF INSTITUTIONAL MANAGEMENT

DIRECTOR GENERAL OF HIGHER EDUCATION AND TECHNICAL TRAINING

PEDAGOGICAL DIRECTOR OF HIGHER EDUCATION

Coordinator in the Teacher Training area

Task Force in the Area of Initial Teacher Training

DISEÑO CURRICULAR BÁSICO NACIONAL

DISEÑO CURRICULAR BÁSICO NACIONAL

DISEÑO CURRICULAR BÁSICO NACIONAL

DISEÑO CURRICULAR BÁSICO NACIONAL

CHAPTER I: THEORETICAL FRAMEWORK

CHPATER II: GRADUATE STUDENT PROFILE

CHAPTER III: CURRICULUM

CHAPTER IV: CURRICULUM DEVELOPMENT

DISEÑO CURRICULAR BÁSICO NACIONAL

DISEÑO CURRICULAR BÁSICO NACIONAL

6. It requires the achievement of professional competencies while simultaneously considering personal,

DISEÑO CURRICULAR BÁSICO NACIONAL

DISEÑO CURRICULAR BÁSICO NACIONAL

1.1 DIAGNOSIS OF THE REALITY OF INITIAL TECHER TRAINING

Curricula in Institutes of Higher Pedagogical Education

DISEÑO CURRICULAR BÁSICO NACIONAL

DISEÑO CURRICULAR BÁSICO NACIONAL

DISEÑO CURRICULAR BÁSICO NACIONAL

In the same vein the National Council of Education states that:

3 Consejo Nacional de Educación

DISEÑO CURRICULAR BÁSICO NACIONAL

Research and Innovation.

Career in the English Language

DISEÑO CURRICULAR BÁSICO NACIONAL

1.2 AGREEMENTS OF GLOBAL SIGNIFICANCE GUIDING EDUCATION

- Universal access to learning;

DISEÑO CURRICULAR BÁSICO NACIONAL

1.3 LEGAL BASIS

1.3.1. Laws and national plans to guide the Education

Law N° 28044, General Law of Education

Law N° 29062, Law for the Public Educator

DISEÑO CURRICULAR BÁSICO NACIONAL

DISEÑO CURRICULAR BÁSICO NACIONAL

Multi-Annual Sector Strategic Plan (PESEM 2007-2011), approved by R. M. Nº 0190-ED-2007.

1.4 CURRICULUM DESIGN

It takes an approach to curriculum as a social-cultural construction

The principal authors contributing to this approach are:

DISEÑO CURRICULAR BÁSICO NACIONAL

The curriculum is assumed to be a process rather than a product

Curriculum with an intercultural focus

Curriculum with a focus on competencies

DISEÑO CURRICULAR BÁSICO NACIONAL

1.5 CURRICULUM PRINCIPLES

Participation and flexibility

DISEÑO CURRICULAR BÁSICO NACIONAL

Reflection in and from the practice for social reconstruction

Evaluation with formative emphasis

DISEÑO CURRICULAR BÁSICO NACIONAL

DISEÑO CURRICULAR BÁSICO NACIONAL

It is comprised of five main categories:

DISEÑO CURRICULAR BÁSICO NACIONAL

a. Personal dimension: conducive to deepening understanding of self, the identification of motivations,

DISEÑO CURRICULAR BÁSICO NACIONAL