1. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO
CODIGO:
FO-M-DC-05-01
VERSION:
2
FECHA:
2010-04-19
PAGINA:
1 de 4
1. IDENTIFICACIÓN
Nombre de la Asignatura
PEDAGOGICAL RESEARCH I
Código
6210504
Área
Disciplinar
Naturaleza
TEÓRICA
No de Créditos
3c
TP
Trabajo Presencial
60h
TD
Trabajo Dirigido
20h
TI
Trabajo
Independiente
64h
Semestre
V
Duración
144 horas
Habilitable
SI
Homologable
SI
Validable
SI
PRE-REQUISITO: TALLER DE CONTEXTUALIZACIÓN Y LEGISLACIÓN ECOLAR
2. JUSTIFICACIÓN
One of the most important roles of a teacher is to be a researcher and a reflecting person of his/her own practice
in order to improve every day its labor and contribution to the successful and integral student formation.
Therefore, to prepare the students-teacher as pedagogical researchers is a University compromise, especially in
nowadays where the new politics in education and quality exigent to teachers the use of researching in the hole
educational system and subjects.
The English teaching is a field where students can find a lot of situations to research, but to be conscious of
them, it is necessary to know the concept of research and pedagogical research, the general theory, the steps to
do a project and a report, the research tools and recollection of data. Also, the research exercise contribute to
the students- teacher to develop competences as reflect, interpret, compare, establish criteria, design and use
research tools, plan, implement, evaluate, propose and work in group.
3. COMPETENCIAS
3.1 Competencias Generales
 Students will have reflected about the pedagogical research importance to support their professional
role.
 Students will have developed knowledge and understanding about the educational Policies who
regulates the developing of English competences in English in the Colombian context.
 Students will have developed a knowledge and understanding about observation types and
identification of a research problem in their field.
3.2 Competencias Específicas
 Students will have developed knowledge about pedagogical research, research methods, research
paradigms and how to identify a research problem.
 Students will have reflected about the research and its importance to support their professional role.
 Students will have developed knowledge and understanding of how to use technology effectively to
helps the research exercise.
 Students will have established criteria to evaluate the role of the English in the Caquetá’s context.
4. OBJETIVOS
To generate in students a consciousness toward the observation, inquiry and reflection about the
English teaching and the learning practices in other teachers as in themselves.

2. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO
CODIGO:
FO-M-DC-05-01
VERSION:
2
FECHA:
2010-04-19
PAGINA:
2 de 4
Acquire knowledge about research, research paradigms and research methods.
Reflect about the pedagogical research as a subject in a program of teachers training.
Discuss about the research problems.
Read and discuss about Policies in Colombia for the English Learning.
Investigate and socialize about some useful research tools to collect data and identify research
problems.
Observe the school reality and know the international and national Policies to identify problems in the
English learning and teaching in the Regional context.
Identify a research Problem about the English in one of the educational contexts.
Use the theory learned to identify a research problem in the area in order to start building a research
Project next semester.
Make oral and writing reports about the research.

3. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO
CODIGO:
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VERSION:
2
FECHA:
2010-04-19
PAGINA:
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5. CONTENIDO TEMÁTICO Y ANÁLISIS DE CRÉDITOS
UNIT 1 The research
 What is research?
 Which are the research paradigms?
 Which are the types of research?
 What is a research problem?
 How to solve a research problem?
 What are the different parts of a research?
 The research design - general steps.
UNIT 2 Pedagogical research
 The Research Project and official format at UA
 International and Colombian Policies about learning a foreign language: English
 Some research tools to collect data and identify research problems.
 Knowing Educational Institutions
 The research problem identification and argue.
Análisis de Créditos
TEMAS
TRABAJO
PRESENCIAL
TRABAJO
DIRIGIDO
TRABAJO
INDEPENDIENTE
UNIT 1: The research
 What is research? 5 2 6
 Which are the research paradigms? 5 2 4
 Which are the types of research? 5 2 4
 What is a research problem? 5 2 4
 How to solve a research problem? 5 2 4
 What are the different parts of a research? 5 1 6
 The research design - general steps. 5 1 4
UNIT 2: Pedagogical research
 The Research Project and official format at UA 5 1 6
 International and Colombian Policies about
learning a foreign language: English
5 2 4
 Some research tools to collect data and identify
research problems.
5 2 6
 Knowing Educational Institutions 5 1 8
 The research problem identification and argue. 5 2 8
TOTAL DE HORAS DEL CURSO 60h 20h 64h
TOTAL CRÉDITOS: 3c
6. Estrategias Metodológicas
Trabajo presencial: Panels, Videos, Oral Presentations, Pedagogical Workshops, movies analysis.
Trabajo dirigido: Tasks, readings, workshops, Participation in teamwork, videos, observations.
Trabajo independiente: Reading, Questionnaires, consulting by internet and books, videos.
7. RECURSOS.

4. FORMATO PROPUESTA DE DESARROLLO PROGRAMA DE CURSO
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VERSION:
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FECHA:
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Multimedia Projector, White Board, Sheet of papers, Photocopies, Books, Internet, WEB Pages, University
Tools, Educational Films.
8. EVALUACIÓN
100%: General class exercises and homework 30%, Partial 1 15%, Partial 2 15%, Participation and
attendance 10%, PP 30%
9. BIBLIOGRAFÍA
1. UNIVERSIDAD DE LA AMAZONIA. Formats: FO-M-DC-05-01 and FO-M-DC-05-03. Taken from:
www.uniamazonia.edu.co
2. Sok-Han (Monica) Lau. The Implementation of Portfolio Assessment in an ESL/EFL Classroom
Taken from:
http://web1.hpu.edu/images/GraduateStudies/TESL_WPS/05Lau_Portfolio_a16709.pdf
3. OBSERVATIONAL FIELD RESEARCH a Compilation text from:
 FUNDERSTANDING. Different Types of Observational Research. Taken from:
http://www.funderstanding.com/whatwedo/different-types-of-observational-research
 BROWN, Laura. Observational Field Research. Taken from:
http://www.socialresearchmethods.net/tutorial/Brown/lauratp.htm
 WATERS, Janet. Observational Research. Capilano University. 2055 Purcell Way, North
Vancouver - Canada. Taken from:
http://www2.capilanou.ca/programs/psychology/students/research/observation.html
 SHARP, Anne and TUSTIN, Michelle. Benefits of Observational Research. University of South
Australia. Taken from:
http://smib.vuw.ac.nz:8081/WWW/ANZMAC2003/papers/RES02_sharpa.pdf
4. COLOMBIA. MINISTERIO DE EDUCACIÓN NACIONAL. Formar en lenguas extranjeras: inglés
¡el reto! Bogotá, 2006.
5. HERNANDEZ SAMPIERI, Roberto; FERNÁNDEZ COLLADO, Carlos; BAPTISTA LUCIO, Pilar.
Metodología de la Investigación. Mc Graw - Hill, México: 1997.
6. NUNAN, David. Second Language Teaching and Learning. HEINLE CENGAGE Learning. USA.
WEB PAGES:
 www.uniamazonia.edu.co
 www.minieducacion.gov.co
 http://apps.uniamazonia.edu.co:8080/biblioteca/