SEMINARIO 2 - Ani PDF

Albornoz - Conde - Mesquida Seminario de la Práctica Docente II - 2024 Unit 1 Williams, M. & Burden, R. (1997). Psychology for language teachers. A social constructivist approach. Capítulos 1 a 3. Cambridge: CUP. Chapter 1. An introduction to educational psychology: behaviorism and c...

Albornoz - Conde - Mesquida Seminario de la Práctica Docente II - 2024 Unit 1 Williams, M. & Burden, R. (1997). Psychology for language teachers. A social constructivist approach. Capítulos 1 a 3. Cambridge: CUP. Chapter 1. An introduction to educational psychology: behaviorism and cognitive psychology. This chapter introduces the field of educational psychology and its relevance to language teaching, focusing on behaviorism, cognitive psychology, and constructivism. The traditional view of education as a simple transmission of knowledge from teacher to student is inaccurate and oversimplifies the complex interplay of factors involved in the learning process. A successful educator must understand this complex process to empower learners. This understanding is important for language teachers as well. This chapter focuses on providing a framework for understanding the learning process through the lens of social constructivism, which will be explained in Chapter 2. The authors acknowledge that other psychological viewpoints offer insights, but these will be re-examined within the framework of social constructivism, which prioritizes the social context of learning and how individuals make sense of their experiences. Educational psychology is defined as the application of psychological principles to education, focusing on developing, evaluating, and applying theories of learning and instruction to enhance lifelong learning. The authors argue for the importance of distinguishing between learning and education, stating that education must give broader value and meaning to the learner's life and be concerned with educating the whole person. They illustrate this distinction using the example of language tasks that lack personal relevance or educational significance beyond the task itself. The authors also advocate for teachers to engage in continuous self-reflection to become aware of their own values and beliefs and how these influence their teaching practices. The chapter then explores different schools of thought in educational psychology, beginning with positivism, which emphasizes the scientific method and focuses on observable behavior. 1  Albornoz - Conde - Mesquida Behaviorism, an approach rooted in positivism, has profoundly influenced language teaching. Behaviorists explain learning through conditioning, where a stimulus elicits a response (S-R theory). B.F. Skinner, a key figure in behaviorism, extended this idea to operant conditioning, where the consequences of a behavior (reinforcement or punishment) impact its likelihood of recurring. Skinner proposed four procedures for improving instruction: Clearly state learning objectives. Break down tasks into smaller sequential steps. Encourage self-paced learning through individualized programs.. Program learning by incorporating the above procedures and providing immediate positive reinforcement. The influence of behaviorism on language teaching is evident in the audiolingual method, which emphasizes repetition, drills, and correct responses. The authors acknowledge some limitations of this approach: learners have a passive role; it doesn't address learners' cognitive processes; it pays little attention to meaning; and it doesn't allow for interaction and negotiation of meaning. However, they also highlight some positive aspects of behaviorism, such as the importance of reinforcement and the role of teachers and parents in creating appropriate learning conditions. Despite some positive aspects, behaviorism's focus on observable behavior neglects the importance of learners' cognitive processes and their attempts to make sense of their world. Cognitive psychology, in contrast to behaviorism, focuses on how the human mind thinks and learns, including memory, problem-solving, and mental processes. In a cognitive approach, learners actively use mental strategies to understand the target language system. Information processing: This approach views the brain as a complex computer and explains learning through models of how the mind processes information, such as memory models and 2  Albornoz - Conde - Mesquida reading processes. This approach has been valuable for understanding attention and memory in learning. Attention: Defined as filtering out irrelevant stimuli to focus on important information, attention is crucial for language learning, especially in the early stages when learners need help focusing on key aspects of the language. Memory: Information processing models, like the Atkinson-Shiffrin model, describe how information moves from sensory memory to short-term memory to long-term memory through processes like attention and rehearsal. This has practical implications for language teachers, highlighting the importance of rehearsal, memory strategies, and avoiding overloading learners' short-term memory. Examples of memory techniques include mnemonic strategies, the Linkword method, and using advanced organizers. Intelligence and intelligence testing: Traditional views of intelligence as a fixed, inborn ability have limitations, especially when used for predicting success or failure in learning. Howard Gardner's theory of multiple intelligences proposes that there are different types of intelligence, including linguistic intelligence. Gardner argues that cultural background influences how individuals use their linguistic intelligence. Philip Vernon offered an alternative view of intelligence with his concepts of Intelligence A, B, and C. Intelligence A is our genetic potential, which is impossible to measure. Intelligence B is our intelligence displayed in everyday life, which is constantly changing and context-dependent. Intelligence C is what IQ tests measure, which represents only a limited sample of intelligent behavior The authors argue that viewing intelligence as a descriptive term (e.g., intelligent behavior) rather than a fixed entity is more helpful and less limiting for both learners and teachers. Robert Sternberg's triarchic theory of intelligence defines intelligence as purposeful adaptation to the real world. This theory emphasizes the importance of context and recognizes that intelligent behavior varies across cultures. 3  Albornoz - Conde - Mesquida Sternberg's theory comprises three components: metacomponents (executive skills like planning and decision-making), performance components (basic operations involved in task completion), and knowledge acquisition components (processes for learning new information). This view of intelligence as dynamic and modifiable has important implications for language teachers, suggesting that all learners can succeed with appropriate support, and highlighting the importance of helping learners develop effective learning strategies. Constructivism: This approach emphasizes the active role of learners in constructing their own understanding of the world through experiences and interactions. Jean Piaget: A key figure in constructivism, Piaget focused on how individuals construct meaning from their experiences. Piaget's theory of cognitive development outlines stages that children progress through, highlighting the importance of matching learning tasks to learners' developmental levels. Assimilation and accommodation: These processes are central to Piaget's theory, explaining how learners integrate new information with their existing knowledge. Assimilation is the process by which incoming information is changed or modified in our minds so that we can fit it in with what we already know. Accommodation on the other hand, is the process by which we modify what we already know to take into account new information. Jerome Bruner: An advocate of Piaget's ideas, Bruner focused on the process of learning and emphasized learning how to learn as a key educational objective. Spiral curriculum: Bruner's idea that the basics of any subject can be taught at any age, leading to a curriculum that revisits and builds upon core concepts. 4  Albornoz - Conde - Mesquida Bruner stressed the importance of challenging learners, encouraging curiosity, and finding a balance between structure and flexibility in teaching. Bruner's three modes of thinking (enactive, iconic, and symbolic) highlight the importance of using different representations in learning, including actions, visual imagery, and language. George Kelly: Kelly's personal construct psychology views individuals as active meaning-makers who construct personal theories to understand the world. Kelly emphasizes the importance of personal meaning in learning and the need for shared understanding in social contexts. Kelly's ideas highlight the subjective nature of teaching and learning and the importance of recognizing the unique perspectives of both teachers and learners. Kelly's work emphasizes the importance of ongoing learning, questioning, and reconstructing knowledge. The chapter concludes by emphasizing the importance of viewing learners as active constructors of meaning and recognizing the social and interactive nature of the learning process. This chapter provides a foundation for understanding the complex relationship between psychology and language teaching. It highlights the limitations of traditional approaches like behaviorism and emphasizes the need for a more learner-centered, constructivist approach that recognizes the active role of learners, the importance of meaning-making, and the significance of social interaction in the learning process. It sets the stage for exploring a social constructivist model of teaching and learning in the following chapters. Chapter 2. Further schools of thought in psychology: humanism and social interactionism. Chapter 2 continues the exploration of educational psychology by introducing two additional schools of thought: humanism and social interactionism. While humanism has significantly influenced both educational psychology and language teaching, social interactionism 5  Albornoz - Conde - Mesquida has had a more limited impact, though the source notes that it is surprising considering the social nature of language itself. Humanistic Approaches: they center on the individual's thoughts, feelings, and emotions as crucial to the learning process, aspects often overlooked yet vitally important. The source emphasizes the work of Erik Erikson and Abraham Maslow as prominent figures in humanistic psychology. Erik Erikson: Erikson's theory posits eight stages of psychosocial development, from birth to old age, each presenting unique challenges. Successfully navigating these challenges, with support from significant others, enables individuals to move smoothly to the next stage with greater strength. Failure to adequately address challenges can lead to difficulties in later stages. Abraham Maslow: Maslow proposed a hierarchy of needs, often depicted as a pyramid. The base represents deficiency needs (physiological, safety, belonging, self-esteem) essential for survival and security. The top represents being needs (cognitive, aesthetic, self-actualization), related to fulfilling potential. Maslow argued that unmet deficiency needs hinder progress toward being needs. The chapter suggests viewing these needs as dynamically interacting rather than strictly hierarchical, acknowledging the influence of being needs even when deficiency needs are unmet. Carl Rogers is also discussed as a key figure in the humanist movement, emphasizing the importance of learners' self-concept and the need for a supportive learning environment that fosters independence, creativity, and self-reliance. Implications of the Humanist Approach The chapter highlights several implications of the humanist approach, particularly relevant for language teaching: Personalizing learning by connecting it to learners' identities and goals. Empowering learners to make choices in their learning. Teachers empathizing with and understanding learners' perspectives. Creating a sense of belonging and relevance in the learning environment. 6  Albornoz - Conde - Mesquida Encouraging self-esteem, creativity, and self-evaluation. Social Interactionism Social interactionism challenges the Piagetian view of independent learning and the behaviorist emphasis on external rewards and punishments. This perspective, primarily championed by Lev Vygotsky and Reuven Feuerstein, posits that learning is inherently social, occurring through interactions within a social world. Lev Vygotsky: Vygotsky emphasized the crucial role of language in mediating interactions and shaping thought. He argued for a holistic approach to learning, focusing on meaning and presenting knowledge in its complexity. His concept of the zone of proximal development highlights the importance of learning experiences slightly beyond a learner's current capabilities, facilitated through interaction with more knowledgeable individuals. Reuven Feuerstein: Drawing from his experiences educating immigrant children in Israel, Feuerstein firmly believed in the potential of every learner. His concept of structural cognitive modifiability asserts that cognitive structures can be continuously developed throughout life. A Social Constructivist Model The chapter proposes a social constructivist model that integrates key insights from cognitive, humanistic, and social interactionist perspectives. It identifies four central, interconnected elements in the teaching-learning process: Learners: Active meaning-makers who interpret tasks and construct knowledge through interaction. Teachers: Mediators who select tasks, guide learning, and create a supportive environment. Tasks: Interfaces between teachers and learners, shaping the nature of interaction and learning experiences. Context: The environment in which learning takes place, influencing and influenced by the interactions within it. Chapter 3. What do teachers bring to the teaching-learning process? Chapter 3 shifts focus to the teacher's role in the teaching-learning process, emphasizing the limitations of defining a "good teacher" solely through 7  Albornoz - Conde - Mesquida observable behaviors or external characteristics. Instead, the chapter highlights the importance of understanding teachers' beliefs, both implicit and explicit, as these significantly shape their classroom practices. The Challenges of Defining "Effective Teaching" The chapter begins by acknowledging the abundance of research seeking to identify the traits and behaviors of effective teachers. However, it argues that these studies, often focused on correlating teacher actions with measurable outcomes, have yielded limited practical value for teachers. The findings often consist of generic lists of characteristics (e.g., enthusiasm, clarity) open to subjective interpretation and fail to account for the diversity of effective teaching styles. Attempting to conform to a prescribed model of a "good teacher" can be counterproductive, as it disregards the importance of teachers' individual personalities, experiences, and beliefs. A Constructivist Perspective on Education and Teaching The chapter introduces a constructivist perspective, which posits that knowledge is actively constructed by individuals rather than passively received. This perspective has important implications for both education and teaching: Education: From a constructivist viewpoint, education is not about transmitting a fixed body of knowledge but about empowering learners to make meaning, think critically, and solve problems. Teaching: There is no single "right" way to teach. Instead, effective teaching involves understanding how learners construct meaning and creating environments that support this process. Key Themes in Constructivist Education: Problem-Solving: Presenting learners with problems to explore, rather than simply feeding them information, fosters deeper understanding and engagement. This aligns with the concept of "teaching learners how to learn." Personal Meaning: Learning is most effective when it is personally relevant and meaningful to the learner. This highlights the importance of connecting learning to learners' lives and experiences. Exploring the Teacher's Beliefs and Constructions 8  Albornoz - Conde - Mesquida The chapter argues that to be effective, teachers must engage in critical reflection, making their often-implicit beliefs explicit and examining how these beliefs shape their actions. Beliefs about Learners The chapter draws on Roland Meighan's work, which suggests seven metaphorical ways teachers might construct learners: Resisters: Learners are seen as inherently opposed to learning, requiring external pressure to comply. Receptacles: Learners are empty vessels to be filled with knowledge by the teacher. Raw Material: Learners are passive entities to be molded and shaped by the teacher. Clients: Learners have specific needs that the teacher aims to fulfill. Partners: Learners and teachers engage in a collaborative learning process, sharing responsibility and respect. Individual Explorers: Learners independently explore and construct knowledge, with the teacher acting as a facilitator. Democratic Explorers: Learners collectively determine their learning goals and processes, with the teacher as a resource. The chapter emphasizes the importance of recognizing the limitations of viewing learners as passive recipients (e.g., resisters, receptacles). A social constructivist approach aligns more with the latter constructs, recognizing learners as active agents in their learning. Beliefs about Learning Teachers' beliefs about learning are equally influential. The chapter presents various conceptions of learning, categorizing them as either reproductive (focused on acquiring and replicating information) or meaning-based (emphasizing understanding and application): Reproductive Approaches: Quantitative increase in knowledge Memorization Acquisition of facts and procedures Meaning-Based Approaches Abstraction of meaning Interpretative process for understanding reality Personal change 9  Albornoz - Conde - Mesquida The chapter advocates for a view of learning as an active, lifelong process of constructing personal meaning, emphasizing the importance of both cognitive and affective engagement. Teachers' Beliefs about Themselves The chapter highlights that teachers' self-perceptions and values significantly influence their interactions with students. Teachers who lack self-esteem or do not respect their students will struggle to foster those qualities in others. A humanistic perspective emphasizes the importance of teachers embodying the values they wish to cultivate in their students, such as respect, empathy, and a love of learning. The Teacher as Reflective Practitioner The chapter emphasizes the importance of teachers becoming reflective practitioners. This involves: Examining the Gap Between Beliefs and Actions: Teachers often operate based on implicit theories that may contradict their espoused beliefs. Espoused Beliefs: These are the beliefs, values, and principles that teachers openly state or advocate Reflection-in-Action: Making spontaneous, in-the-moment decisions based on tacit knowledge. Reflection-on-Action: Critically analyzing one's actions, making implicit beliefs explicit, and seeking to align actions with values. e.g: A teacher might espouse a belief in student-centered learning, advocating for learner autonomy and choice. However, their theories-in-action might reveal a more teacher-directed approach, with limited opportunities for student input or decision-making. By engaging in critical reflection, teachers can gain greater awareness of their beliefs, identify inconsistencies, and work towards more conscious and effective teaching practices. 10  Albornoz - Conde - Mesquida Chapter 3 concludes by reinforcing the notion that effective teaching is not about conforming to a prescribed set of behaviors but about understanding the complex interplay of beliefs, values, and actions. The chapter encourages teachers to embrace critical reflection as a means of personal and professional growth, ultimately leading to more meaningful and impactful learning experiences for their students. Unit 2 - Lesson Planning Diaz Maggioli, G. & Painter-Farrell, L. (2016). Lessons Learned. First Steps Towards Reflective Teaching in ELT. Richmond. Chapter 5: Key Components of Lesson Planning: 1. Objectives: These outline what the students should be able to do by the end of the lesson. Objectives often align with linguistic aims (grammar, vocabulary, pronunciation) and skills aims (listening, speaking, reading, and writing). Teachers must highlight the importance of linking objectives to student needs and the curriculum while ensuring they are specific, achievable, and measurable. 2. Stages of a Lesson: Warm-up: A brief activity to engage learners, activate prior knowledge, and create a positive learning atmosphere. Presentation: The teacher introduces new language or skills in a clear and structured manner. This can involve explanations, examples, or demonstrations. Practice: Students practice the new language or skills through controlled and freer activities. The chapter likely discusses different practice activities (e.g., drills, role-plays, discussions) that cater to various learning styles. Production: Learners use the new language more freely and creatively, applying it in real-world or simulated scenarios. Feedback and Assessment 3. Timing and Pacing: Each activity must be allocated enough time to ensure understanding and practice but should not drag on too long to avoid losing student engagement. The chapter likely discusses strategies for maintaining an appropriate pace that keeps all learners engaged and challenges them without overwhelming them. 4. Reflective Planning: 11  Albornoz - Conde - Mesquida What worked well in the lesson? Why? What challenges did the students face? How can I adjust my planning to address these challenges in future lessons? The authors also stress the importance of flexibility in lesson planning, allowing for adjustments based on student responses and classroom dynamics. 5. Adaptability: Teachers are encouraged to plan for differentiation, ensuring that tasks are adaptable to different proficiency levels and learning styles in the classroom. The chapter could also cover the need to adapt plans on the fly. 6. Integration of Technology: Teachers might explore ways to incorporate digital tools and multimedia resources into lesson plans to make them more engaging and interactive. These tools can enhance learning, especially for visual and auditory learners. Lesson aims Key Concepts: 1. Aims vs. Purposes: Aim: What students should be able to achieve by the end of a lesson, activity, or course. Clear aims guide what teachers want students to accomplish, helping in lesson clarity and focus. Purpose: Refers to the teacher's intentions for the course or activity. It reflects the teacher’s goals rather than the students' achievements. 2. Bloom's Taxonomy and Revised Bloom’s Taxonomy (RBT): The cognitive domain classifies thinking into six levels of complexity: a) Remembering: Recalling information. b) Understanding: Interpreting and explaining information. c) Applying: Using knowledge in real-life situations. d) Analyzing: Breaking information into parts and understanding relationships. e) Evaluating: Making judgments based on criteria. f) Creating: Generating new ideas or products by reorganizing information. Revised Bloom’s Taxonomy (RBT) introduced changes, including the use of action verbs (e.g., understanding, applying) to represent thinking as an ongoing process, and dividing cognitive skills into 12  Albornoz - Conde - Mesquida lower-order (remembering, understanding, applying) and higher-order (analyzing, evaluating, creating) skills. 3. The ABC Formula (from Díaz Maggioli and Painter-Farrell, 2016): When writing aims, use this formula: A: Audience (Who will demonstrate the behavior?). B: Behavior (What will the learner be able to do?). C: Conditions (Under what circumstances will the behavior be performed?). Example: "By the end of the lesson, students (A) should be able to describe their daily routines (B) using prompts in pair work (C)." 5. SMART Aims (Harmer, 2007): Specific: Clearly stated. Measurable: Progress can be evaluated. Achievable: Realistic based on students’ abilities. Realistic: Suitable for the context and time frame. Timed: Accomplished within the lesson's time frame. 6. Critical Thinking and Higher-Order Skills: Critical thinking is connected to higher-order cognitive processes, particularly analyzing, evaluating, and creating. It encourages students to engage in reflective, evaluative, and problem-solving activities. Importance of Writing Aims: Writing clear aims allows teachers to focus on the type of knowledge and cognitive skills they want students to develop. Using Bloom’s or Revised Bloom’s Taxonomy helps in ensuring that varied levels of cognitive processes are incorporated into the lesson, encouraging deeper learning and engagement. Spratt, Pulverness and William. (2005) The TKT Course. Chapter 16. Practice activities and tasks for language and skills development. This chapter emphasizes the role of practice in helping learners solidify their understanding of new language concepts and skills. The authors divide practice into two key categories: 1. Controlled Practice: it focuses on accuracy. Teachers design activities that guide learners to focus on correct language use, helping 13  Albornoz - Conde - Mesquida them practice specific grammar points, vocabulary, or pronunciation in isolation. Common examples include: Gap-fills (Learners complete sentences with the correct forms of words), Substitution drills (Learners replace one word or phrase in a sentence to practice structures) and Matching exercises. The key goal of controlled practice is for learners to internalize the correct forms before moving on to less structured practice. 2. Free Practice: it allows learners to focus on fluency. Learners use the target language in more creative and unpredictable ways, often simulating real-life communication. Tasks are more open-ended, requiring learners to draw from a broader range of language structures, vocabulary, and communication strategies. Examples include: Role-plays, Discussions and Writing activities. Task-Based Learning: The authors also discuss the task-based learning (TBL) approach, which is centered on completing meaningful tasks that replicate real-world language use. Tasks are designed to be relevant and engaging, requiring learners to focus on communication. The focus shifts from form to function, emphasizing what learners can do with the language rather than how accurately they can use it. In this context, pre-task activities prepare learners by reviewing vocabulary and structures they may need. During the task, students work in pairs or groups, using the language to complete it. Finally, post-task reflection helps consolidate learning by reviewing both language use and communication strategies. Chapter 17. Assessment types and tasks. 1. Formative Assessment: it is ongoing and focuses on giving students feedback during the learning process. The aim is to track progress and provide opportunities for improvement. Examples include: Short quizzes (These help monitor comprehension during a lesson), Peer assessment and Teacher feedback. 2. Summative Assessment: it occurs at the end of a learning period and evaluates what students have learned. It typically contributes to final grades. Examples include: End-of-term exams, Project work. 14  Albornoz - Conde - Mesquida The chapter further distinguishes between objective and subjective types of assessment: Objective tasks (e.g., multiple-choice or true/false) are easy to grade and provide clear results. They focus on specific knowledge like vocabulary or grammar points. Subjective tasks (e.g., essays or oral presentations) require more interpretative grading and assess language in use, creativity, and fluency. 3. Assessment Qualities: Validity: Assessment tasks must measure what they intend to measure. For example, if you want to assess speaking skills, a written test might not be the best tool. Reliability: Assessments should yield consistent results when given to different learners under similar conditions. Practicality: Assessment should be feasible for the teacher to implement, taking into account time, resources, and the classroom context. 15  Albornoz - Conde - Mesquida Unidad 3 Trillo Alonso, F. y Sanjurjo, L. (2008). Didáctica para profesores de a pie. Propuestas para comprender y mejorar la práctica. Capítulos 1 a 3. (Segunda Parte). Rosario: Homo Sapiens. Chapter: El aula como oportunidad This chapter emphasizes the view of the classroom as more than a physical space—it's an evolving environment where social, emotional, and cognitive development takes place. The main focus is on how teachers can harness the potential of the classroom to create meaningful learning experiences. 1. The Classroom as a Social Space: The classroom is seen as a social setting where relationships between students and teachers are central to learning. It’s about building a learning community. Students learn not only from the teacher but from each other through peer interaction, discussion, and collaboration. The teacher’s role is to facilitate these interactions, creating opportunities for students to engage with the material and each other. 2. Opportunity for Engagement: Teachers are encouraged to view the classroom as a place of active participation rather than passive absorption of information. Lessons should be designed to foster curiosity and involve students in their own learning process. The concept of learning by doing is critical since teachers should structure activities that require students to take ownership of their learning, ask questions, and solve problems collaboratively. 3. Flexibility and Adaptability: The classroom is a space that changes from day to day depending on various factors such as student moods, group dynamics, and unexpected events. Teachers must be flexible, adapting their lesson plans and teaching styles in response to these changes. This flexibility allows teachers to take advantage of “teachable moments,” where an unplanned topic or event sparks a learning opportunity that wasn’t originally in the lesson plan. 4. Reflective Practice: The chapter highlights the importance of reflective teaching. Teachers should constantly evaluate what is happening in the classroom and how their actions influence student outcomes. By reflecting on these observations, teachers can adjust their strategies to make the classroom a more effective space for learning. 16  Albornoz - Conde - Mesquida Chapter: Aclaremos: ¿Técnicas? ¿Procedimientos? This chapter provides clarity on the distinction between techniques and procedures in the context of teaching, and why understanding this difference is crucial for developing effective teaching practices. 1. Techniques: These are the specific actions or methods a teacher uses during a lesson to engage students and facilitate learning. Techniques are typically smaller, more flexible actions that teachers can implement spontaneously based on the situation. For example, using open-ended questions, encouraging group discussions, or giving immediate feedback are all techniques that can be adapted depending on student responses and classroom dynamics. Adaptability: Techniques aren’t fixed. Teachers can modify them on the spot based on how students react, their level of understanding, or the flow of the lesson. The ability to switch between techniques allows teachers to keep lessons dynamic and responsive to students' needs. 2. Procedures: Unlike techniques, procedures are structured sequences of actions that guide the overall flow of the lesson. They tend to be more systematic and are typically pre-planned. For example, a lesson might follow a certain procedure such as introduction, guided practice, independent work, and assessment. Procedures ensure that there is a logical progression in the learning process, helping students to build knowledge step by step. Purpose: Procedures offer a framework that organizes the learning experience. They ensure that learning objectives are met in a coherent manner. For example, a teacher might follow a particular procedure when teaching grammar by first explaining the rule, demonstrating it through examples, and then allowing students to practice through exercises. 3. Balancing Techniques and Procedures: The chapter argues that effective teaching requires a balance between techniques and procedures. While procedures provide structure and consistency, techniques add flexibility and creativity to the classroom. A good teacher knows when to stick to a procedure and when to introduce a new technique to maintain engagement or address a specific learning need. 17  Albornoz - Conde - Mesquida Chapter: Conocer a los estudiantes 1. Knowing the Whole Student: Teachers are encouraged to see students as whole individuals with unique personalities, interests, and experiences. Understanding these dimensions helps teachers build stronger relationships and tailor their teaching to meet students' needs. This means going beyond the academic realm to consider students' emotional and social contexts, which can heavily influence their learning process. 2. Student-Centered Teaching: The concept of student-centered learning is emphasized, where the teacher’s role shifts from being the sole provider of knowledge to a facilitator of learning. This involves designing lessons that cater to different learning styles, interests, and levels of understanding. By knowing their students well, teachers can create more personalized learning experiences that resonate with each individual. 3. Building Positive Relationships: A key element of effective teaching is the ability to establish positive relationships with students. When students feel understood and supported, they are more motivated to engage with the learning material. The chapter emphasizes that building rapport with students can increase their confidence, participation, and willingness to take risks in their learning. 4. Differentiation in Instruction: Understanding students means recognizing that they have different abilities, learning speeds, and styles. Differentiation is the practice of adjusting instruction to meet these diverse needs. This can involve varying the complexity of tasks, offering choices in how students demonstrate their learning, or providing additional support to students who need it. By differentiating instruction, teachers can ensure that all students are challenged appropriately and have the opportunity to succeed. Reading guide: Sanjurjo & Trillo (2008) Activities (Chapters 1-3) True or False Statements: 1. True – Sanjurjo defines the classroom as the space where the teaching-learning process occurs, both physically and conceptually. 2. True – The classroom has multiple dimensions, including the knowledge dimension (content) and the social dimension (relationships and interactions among participants). 18  Albornoz - Conde - Mesquida 3. True – This situation exemplifies imprevisibility (unpredictability), where students’ questions about unknown words reflect unexpected student needs. 4. True – The removal of students for a school event is an example of imprevisibility because it disrupts the planned activity and requires immediate adaptation. 5. False – Immediacy refers to the need to make quick, responsive decisions in the classroom, whereas theories-on-action are pre-planned methods of teaching. 6. False – While multiple dimensions make teaching complex, Sanjurjo argues that lesson planning is still essential to prepare for unpredictability. 7. True – A balance between knowledge, social, and other dimensions is key to a successful teaching-learning process. 8. True – The concept of transposición didáctica (pedagogical transposition) has been addressed previously. 9. False – The context is not left aside. Sanjurjo emphasizes that the context, including the socio-cultural and situational aspects, is critical to the pedagogical relationship. 10. True – Sanjurjo argues that good teaching facilitates meaningful learning by engaging students deeply with content. Discussion Questions: 1. Preactive, Interactive, and Postactive Moments: These refer to the different phases of teaching. Preactive involves planning and preparation, interactive refers to the actual delivery of the lesson, and postactive is the reflective phase, where the teacher evaluates and reflects on the lesson’s effectiveness. 2. Examples: System (Dispositivo): A peer-feedback system** where students correct each other’s work. Technique: Role-playing for practicing dialogues in the target language. Strategy: Using concept maps to organize vocabulary. Resource: A video showing cultural aspects of the target language. 3. Didactics Used to Be Prescriptive: In the past, didactics was focused on rigid rules for teaching, prescribing specific methods without considering individual students’ needs. The chapter emphasizes that knowing students allows teachers to move beyond prescriptive rules and adapt their teaching to the learners' contexts. 19  Albornoz - Conde - Mesquida 4. Toda propuesta de enseñanza supone una concepción de aprendizaje: Every teaching proposal reflects an underlying belief about how learning occurs. This means that the way we design lessons and interact with students reveals our assumptions about learning, whether we view it as passive knowledge transmission or active knowledge construction. 5. Belief about Teaching and Learning: The author believes that teaching and learning are interconnected and dynamic processes. This implies that teaching is not about applying fixed methods but about responding to learners’ needs, fostering meaningful learning, and considering the context. 6. Abandoning Recipes: Sanjurjo suggests that effective teaching is not about following set formulas or recipes but about adhering to principles that guide decision-making. A recipe offers fixed steps, while principles are flexible guidelines that allow teachers to adapt their methods to specific contexts and students' needs. Williams, M. & Burden, R. (1997). Psychology for language teachers. A social constructivist approach. Capítulos 3.5 a 4. Cambridge: CUP. Chapter 3: What Do Teachers Bring to the Teaching-Learning Process? This chapter explores the idea that teachers are not merely neutral facilitators of learning; rather, they bring a variety of personal, social, and professional elements to the teaching-learning process that shape how they teach and interact with students. 1. Teachers' Beliefs and Assumptions Personal Beliefs: Teachers hold deep-seated beliefs about learning, teaching, language, and students. These beliefs often influence their teaching methods and decision-making. For example, a teacher who believes that learning is a process of discovery will likely focus on student-centered, inquiry-based learning activities. In contrast, a teacher who views learning as the transmission of knowledge might focus on direct instruction and drills. Beliefs About Learning: Teachers' conceptions of how learning happens affect the strategies they use in class. A constructivist teacher, who believes that learners construct their own 20  Albornoz - Conde - Mesquida knowledge, might prioritize tasks that allow students to explore, reflect, and actively engage with the material. Beliefs About Teaching: How teachers view their role (e.g., as facilitators, guides, or authority figures) impacts their behavior in the classroom. Teachers who see themselves as facilitators may create more opportunities for student interaction and independent learning, whereas those who see themselves as knowledge providers may focus more on lectures and structured lessons. Beliefs About Learners: Teachers also bring assumptions about their students' abilities and motivation. These assumptions shape how they design lessons and interact with students, influencing everything from expectations to how they provide feedback and support. 2. The Role of Experience Personal Experience: Teachers’ own learning experiences and backgrounds heavily influence their teaching. For instance, if a teacher learned a foreign language through rote memorization, they may replicate this approach with their students. On the other hand, if a teacher had a positive experience with communicative language learning, they may incorporate more communicative approaches in their classroom. Professional Experience: With time, teachers develop practical knowledge about what works and what doesn’t in the classroom. This experiential knowledge, known as practical wisdom, is an important part of effective teaching. Teachers continually refine their methods based on classroom experience, trial and error, and reflection. 3. The Teacher as Reflective Practitioner In this section, Williams and Burden emphasize that teachers are not merely facilitators of information but reflective practitioners who continuously examine their teaching practices, beliefs, and roles. The idea of the "reflective practitioner" stems from the work of Donald Schön (1983), who argued that professional practice is most effective when practitioners engage in ongoing self-reflection. For language teachers, this means consistently questioning and reassessing the following: Beliefs about Learning: Teachers must reflect on what they believe constitutes learning. Do they see it as a passive process of absorbing information, or do they recognize it as an active, 21  Albornoz - Conde - Mesquida constructive process where students build knowledge based on their experiences and interactions? A reflective teacher understands that learning is socially mediated and adapts their teaching to support this process. Role of the Teacher: Reflective practitioners are aware of their role as mediators of learning, guiding students through their individual learning journeys. The teacher’s role goes beyond delivering content to creating an environment where students can co-construct knowledge. This involves carefully considering how to structure lessons, present material, and interact with students to best facilitate learning. Classroom Practices: Teachers are encouraged to reflect on the effectiveness of their classroom practices. This reflection involves looking at both successes and failures. Teachers might ask themselves: “Why did this lesson succeed?” or “What can I do differently to engage students better?” This type of questioning allows teachers to develop a deeper understanding of how their actions impact student learning, leading to more intentional and informed practices. Continuous Professional Development: Being a reflective practitioner means that a teacher is always learning. Reflection encourages professional growth, as teachers identify areas in their own practice that need improvement. For example, if a teacher reflects on a lesson where students struggled, they might explore new strategies or techniques to better address student needs in the future. Collaborative Reflection: While self-reflection is critical, Williams and Burden also emphasize the importance of reflecting collaboratively with colleagues. Engaging in discussions with other teachers can offer new perspectives and insights into teaching practices. This collaborative reflection promotes a learning community among teachers, fostering shared knowledge and strategies. 4. A Constructivist View of Teaching Constructivism is at the core of this chapter. From this perspective, the role of the teacher is to guide students as they construct their own understanding. Teachers create learning environments where students can actively engage with the material, ask questions, and collaborate with peers to build knowledge. Teacher-Student Interaction: In a constructivist approach, the teacher plays a key role in mediating learning. This involves providing scaffolding, facilitating discussions, and encouraging students to think critically and reflect on their learning. The focus 22  Albornoz - Conde - Mesquida is on helping students become active participants in the learning process rather than passive recipients of information. 5. Teachers’ Influence on the Learning Environment: Teachers shape the classroom environment, which includes not only the physical space but also the emotional and social dynamics of the classroom. The way teachers interact with students, structure activities, and manage the classroom atmosphere affects how students feel about learning. A supportive, encouraging environment where students feel safe to take risks and make mistakes is crucial for promoting language learning. 6. Teachers' Professional Development: Professional development is highlighted as an ongoing process. Teachers continually grow by reflecting on their practice, experimenting with new approaches, and learning from their experiences. The authors stress that being a good teacher is not just about acquiring skills but also about developing the ability to adapt to new challenges, respond to student needs, and reflect on one’s own practice. Key Takeaways: Teachers bring their own beliefs and assumptions** into the classroom, and these shape their teaching practices. Understanding these beliefs is crucial for reflection and growth. Experience plays a key role in shaping teachers' approaches to teaching. Both personal and professional experiences impact classroom behavior and decision-making. The reflective practitioner model encourages teachers to continuously reflect on their practice and adapt based on those reflections, leading to ongoing professional development. Teachers are active mediators in the learning process, helping students construct their own knowledge through interaction and guidance. They create environments that foster meaningful learning and support students’ cognitive and emotional needs. This chapter emphasizes that teaching is a complex, reflective, and dynamic process, deeply shaped by the teacher's individual beliefs, experiences, and professional practices. Chapter 4: What Can Teachers Do to Promote Learning? This chapter builds on the concept of reflective teaching and explores how teachers can actively promote learning in their classrooms through mediation, guided by Feuerstein's theory of mediation. The 23  Albornoz - Conde - Mesquida central premise of mediation is that teachers play a pivotal role in helping students learn not just by transmitting information but by shaping the way students perceive and understand new material. This aligns with the social constructivist view of learning, where knowledge is co-constructed through interaction with others. Feuerstein’s Theory of Mediation: Williams and Burden introduce Feuerstein's theory of mediation, which focuses on the role of the teacher as an intermediary between the student and the learning material. According to Feuerstein, the way a teacher presents material and interacts with students significantly impacts their ability to learn. In essence, the teacher mediates the learning experience by providing structured guidance and feedback, helping students make meaningful connections between what they already know and the new information they are encountering. Key components of mediation include: Intentionality and Reciprocity: The teacher deliberately selects tasks and materials that align with learning objectives and the needs of the students. The interaction between teacher and student is reciprocal, meaning that students are encouraged to respond, engage, and actively participate in the learning process. Mediation of Meaning: The teacher helps students understand the purpose and relevance of the material they are learning. Instead of rote learning, the focus is on helping students grasp why the content matters, both in terms of language acquisition and its broader application in real-life contexts. For example, when teaching a grammar point, the teacher might explain how it’s used in daily conversation or how it helps in building fluency. Mediation of Competence: Teachers provide support to help students achieve mastery of a skill. This includes breaking down complex tasks into manageable parts, offering constructive feedback, and helping students develop the confidence and competence to tackle more challenging material on their own. Mediation of Challenge: Teachers encourage students to step outside their comfort zones and take on challenges that are within their zone of proximal development (ZPD)—tasks that they cannot complete independently but can manage with appropriate guidance. By scaffolding learning in this way, teachers help students gradually become more independent learners. Scaffolding and Zone of Proximal Development (ZPD): The zone of proximal development is a concept introduced by Vygotsky, and it 24  Albornoz - Conde - Mesquida plays a significant role in social constructivist pedagogy. The ZPD refers to the range of tasks that a learner can complete with help but not alone. Teachers use scaffolding to support students in moving through their ZPD by providing temporary assistance, such as hints, prompts, or guidance, that gradually diminishes as the learner gains independence. This scaffolding is essential in language learning, where complex structures or vocabulary may initially seem overwhelming but become manageable with the right support. Teachers promoting learning through the ZPD: Present tasks that are just beyond the learner’s current ability level, providing enough challenge to push the student forward without causing frustration. Offer support and guidance to help students achieve success in these tasks, gradually reducing the support as students become more capable. Encourage peer collaboration, where more capable peers can help scaffold the learning for others, fostering a collaborative classroom environment. Creating a Positive Learning Environment: Williams and Burden stress the importance of the emotional climate in the classroom. Learning is most effective when students feel: Safe (Students need to feel that the classroom is a supportive space where they can take risks, make mistakes, and explore language without fear of ridicule), valued and motivated (By linking language learning to real-world purposes and fostering intrinsic motivation) Providing Effective Feedback: Another important role of the teacher in promoting learning is providing timely and constructive feedback. Feedback should not only focus on correcting errors but also on reinforcing what the student is doing well. Effective feedback helps students understand their strengths and areas for improvement and encourages a growth mindset where students view challenges as opportunities for growth rather than failures and supports the learning process by guiding students toward the next step in their development. Personalizing the Learning Experience: The chapter also emphasizes the need for teachers to recognize and respond to the individual differences among learners. Each student comes with their own set of experiences, learning styles, and cognitive abilities. Teachers promote learning by: Differentiating instruction: Tailoring tasks to meet the varying needs and abilities of students. 25  Albornoz - Conde - Mesquida Encouraging autonomy: Helping students take ownership of their learning by involving them in decision-making processes, such as setting personal learning goals or selecting tasks that interest them. By focusing on mediation, scaffolding, feedback, and personalizing the learning experience, Chapter 4 highlights the active role teachers must play in fostering a supportive and effective learning environment that encourages cognitive, emotional, and social growth. Reading guide: Williams & Burden (1997) Activities (Chapters 3-4) 1) What characterizes a constructivist EFL lesson? A constructivist EFL lesson involves students actively constructing knowledge through meaningful interaction with language. Instead of passively receiving information, students engage in activities that require critical thinking, collaboration, and language use in authentic contexts. Examples from class could include group discussions, role-plays, or problem-solving tasks that require learners to negotiate meaning and use the target language actively. A constructivist EFL lesson is one that students play a critical role in constructing knowledge through the interactive use of language. Instead of listening or reading about a language, students do things that we hope will make them think more critically and use the language in real contexts with other humans. In class this might be group discussions, role plays or problem-solving tasks that necessitate the negotiation of meaning and active use of the target language. 2) Why should teachers become reflective practitioners? Reflective practice allows teachers to continuously improve their methods by analyzing their own experiences and teaching decisions. As student-teachers, this implies regularly evaluating lesson effectiveness, considering student feedback, and adapting future lessons to better meet learners’ needs. Reflecting on our own teaching ensures alignment between theory and practice. 3) Which of the teachers’ beliefs are in line with the constructivist paradigm? Beliefs that align with constructivism include the ideas that learning is a socially mediated process, students are active participants, and language learning involves constructing meaning. Teachers who believe that learners develop language through interaction and problem-solving are following constructivist principles. This belief leads to learner-centered lessons, where students’ contributions are valued and knowledge is built through interaction. 26  Albornoz - Conde - Mesquida 4) What is/are the role(s) of teacher-mediators? And the role(s) of learners? Teachers as mediators facilitate the learning process by providing guidance, scaffolding, and creating opportunities for meaningful interaction. They help learners move from what they can do with help to what they can do independently (ZPD). Learners, in this framework, are active constructors of knowledge who engage with materials, collaborate with peers, and reflect on their learning process. 5) How can teachers-mediators help students move forward in their interlanguage development process? Teachers-mediators can scaffold students’ language development by providing tasks within their Zone of Proximal Development (ZPD). This involves offering support when needed, breaking down complex tasks, and encouraging self-reflection. Through corrective feedback, modeling language use, and encouraging peer interaction, teachers can push students to progress in their interlanguage. 6) What is the difference between mediation and the zone of proximal development? Mediation involves the teacher’s role in supporting students' learning by guiding them through tasks, while the ZPD is the range between what learners can do independently and what they can achieve with assistance. The two concepts are connected because mediation happens within the ZPD, where teachers provide the right level of help to push students forward in their learning. 7) What does “empowering learners” entail? Empowering learners means giving them the tools and confidence to take control of their own learning. This involves promoting autonomy, encouraging self-assessment, and providing opportunities for students to make decisions about their learning process. Empowerment is related to reciprocity because teachers and learners engage in a mutual process of giving and receiving feedback and support, which helps students become more independent. ZPD Key Concepts: 1. Zone of Proximal Development (ZPD): it refers to the gap between what a learner can achieve independently and what they can achieve with guidance from a more knowledgeable person (a teacher, peer, or tutor). Vygotsky defined it as “the distance between the actual developmental level as determined by independent problem solving 27  Albornoz - Conde - Mesquida and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers”. 2. More Knowledgeable Other (MKO): it is anyone with a better understanding or higher skill level than the learner. While typically a teacher or adult, peers or even younger individuals can also serve as the MKO. MKOs facilitate learning by offering guidance and feedback, adjusting the complexity of their support depending on the learner's needs. 3. Scaffolding: it refers to the support provided by a teacher or peer, which is gradually removed as the learner becomes more competent. Jerome Bruner, Wood, and Ross introduced the concept of scaffolding in 1976, referring to it as a process that allows learners to accomplish tasks they could not complete independently. As the learner improves, the support is slowly withdrawn, similar to scaffolding in construction. Effective scaffolding involves adjusting help to the learner’s needs and progressively reducing assistance as learners gain confidence and ability. 4. Social Interaction in Learning: Vygotsky emphasized the importance of social interaction for learning. Children often learn new skills through cooperative dialogue with an MKO, which helps them internalize the knowledge to later apply it independently. 5. Educational Application: Teachers are encouraged to provide learning experiences within a student's ZPD. This involves constantly assessing what learners can do alone and where they need support. Vygotsky's ideas have influenced cooperative learning, where students work together and more advanced peers help others move through their ZPD. Scaffolding can involve strategies like modeling tasks, breaking tasks into smaller steps, providing hints, and giving feedback. The text also mentions reciprocal teaching, a strategy where teachers guide students in practicing summarizing, questioning, clarifying, and predicting to enhance comprehension skills. Over time, the teacher's role is minimized as students become more independent. 6. Example of ZPD: The file gives a practical example of ZPD: a student learning tennis was struggling with a forehand shot. Although they had mastered several components of the task (stance, timing, etc.), they needed guidance on the correct grip. Once the instructor 28  Albornoz - Conde - Mesquida (the MKO) provided the necessary instruction, the student was able to perform the shot successfully. Important Points: Scaffolding is most effective when matched to the learner's needs and gradually withdrawn as learners gain competence. Social interaction is critical for learning, as learners observe, imitate, and practice skills within a supported framework. Scaffolding and ZPD have practical applications in the classroom, where teachers adjust support based on students' evolving abilities. Unidad 4 School teacher by D.C. Lortie 1. The Reality of Teaching: Lortie presents teaching as a unique profession, where the day-to-day realities often differ significantly from societal perceptions. He emphasizes that teaching involves a combination of planning, implementing, and assessing learning, often under conditions that are challenging and unpredictable. He highlights how teachers face various constraints, including administrative policies, curriculum demands, and the diverse needs of students, all of which impact their ability to deliver effective instruction. 2. The Role of Experience: Lortie discusses the importance of experience in shaping a teacher's identity and effectiveness. He notes that teachers often learn more from their practical experiences in the classroom than from formal training or educational theories. The accumulation of classroom experiences allows teachers to develop a personal style, understand their students better, and adapt their teaching strategies to meet different challenges. 3. Isolation of Teachers: One of the notable points Lortie makes is about the isolation that many teachers experience. This isolation can lead to feelings of disconnection from peers and hinder opportunities for sharing practices, seeking support, and collaborating on instructional strategies. 4. Expectations vs. Realities: The author explores the gap between the expectations teachers have when entering the profession and the realities they encounter. Many teachers enter the field with idealistic views about shaping young 29  Albornoz - Conde - Mesquida minds and making a significant impact, but they may quickly face bureaucratic challenges and lack of resources. Lortie suggests that this dissonance can lead to disillusionment and stress, as teachers grapple with the constraints placed upon them while trying to fulfill their educational mission. 5. Reflection and Professional Development: The section underscores the need for ongoing reflection and professional development among teachers. Lortie advocates for creating opportunities for teachers to engage with one another, share experiences, and develop their skills in a supportive environment. By fostering a culture of collaboration and reflection, schools can help mitigate the feelings of isolation and enhance the overall quality of teaching. Conclusion: In these pages, Lortie provides a critical examination of the teaching profession, highlighting the complex interplay between teachers' experiences, expectations, and the realities of the educational environment. He emphasizes the importance of supporting teachers through collaboration, reflection, and professional development to enhance their effectiveness and job satisfaction. 30  Albornoz - Conde - Mesquida ¿Qué es la Documentación Narrativa de Experiencias Pedagógicas? It explains the concept and importance of narrative documentation of pedagogical experiences as a tool for professional development and educational reflection. Here are the key concepts: 1. Narrative Documentation: This approach involves documenting and narrating teachers' experiences in schools to reflect on and share pedagogical knowledge. It’s a form of storytelling that captures real-life events, reflections, and the contextual realities of the classroom and school environment. Teachers are positioned as producers of pedagogical knowledge, which is often overlooked or marginalized in traditional educational frameworks. 2. Pedagogical Knowledge: The document emphasizes the importance of pedagogical knowledge derived from actual teaching experiences, contrasting it with scientific or bureaucratic knowledge often imposed on schools. Teachers’ narratives provide a unique perspective on educational practices, revealing the complexities of teaching and learning in specific contexts. This knowledge is practical and context-based, contributing to the collective understanding of school life. 3. Reflective Practice: Through narrative documentation, teachers engage in reflective practice, critically analyzing their own teaching methods, challenges, and successes. This reflection leads to professional growth and innovation in teaching strategies. By documenting their experiences, teachers make their implicit knowledge explicit, sharing insights with peers, thereby contributing to a collaborative learning environment. 4. Horizontal Professional Development: This method promotes horizontal professional development, where teachers learn from each other’s experiences and reflections rather than relying solely on top-down training or external experts. It democratizes knowledge production in education. 5. Political and Pedagogical Implications: The narrative documentation of teaching experiences challenges the traditional top-down control of educational systems. It gives teachers a voice in educational reform and acknowledges their expertise. 31  Albornoz - Conde - Mesquida This approach is seen as part of a larger movement to reposition teachers as key players in educational transformation, advocating for policies that recognize and legitimize their experiences and insights. 6. Curriculum and Teaching Practices: Teachers' narratives often reveal how curriculum and teaching practices are implemented and adapted in real-life contexts, going beyond the prescriptive frameworks provided by policymakers. These narratives can contribute to a more nuanced understanding of how educational policies affect classroom dynamics and student learning. In summary, narrative documentation is a powerful tool for capturing the lived realities of teaching, fostering reflective practice, and promoting professional growth. It highlights the importance of teachers as active contributors to pedagogical knowledge, challenging the traditional hierarchies in education. 32  Albornoz - Conde - Mesquida Documentación Narrativa de Experiencias y Viajes Pedagógicos. Fascículo 2: ¿Qué es la Documentación Narrativa de Experiencias Pedagógicas? Formación de docentes y documentación narrativa de experiencias pedagógicas Narrative documentation is presented as a transformative approach in teacher training, focusing on critical reflection on educational practice. Instead of following a model that is limited to the transmission of theoretical knowledge, this methodology encourages teachers to put their experiences into words, allowing them to analyze what has worked and what has not in their teaching. By doing so, they strengthen their individual learning and contribute to the development of a collaborative community of practice. Through the writing of pedagogical narratives, teachers become active participants in their formative process. This approach promotes a culture of exchange and mutual support, where successful experiences and challenges can be openly discussed. Thus, teacher training ceases to be a unidirectional process dominated by experts and becomes a collective effort based on the lived experience in the classrooms. Finally, narrative documentation contributes to the creation of professional networks among teachers, allowing their narratives to circulate and be shared across various educational institutions. In this way, systemic improvement in the educational environment is promoted, fostering growth and development not only for individuals but for the entire school community. Indagación narrativa y transformación de las prácticas docentes Narrative inquiry goes beyond merely describing what happens in the classrooms; its true potential lies in its capacity to transform teaching practices. This approach turns teachers into researchers of their own teaching, urging them to critically analyze their daily experiences and identify ways to improve their methodologies. By reflecting on significant experiences, teachers can discover patterns and areas that require adjustments. The inquiry process begins with the identification of a relevant experience, which is then analyzed in depth. This analysis allows teachers to understand not only what happened but also why it occurred and how their actions impacted the results. From this 33  Albornoz - Conde - Mesquida reflection, teachers can develop new strategies to enhance their students' learning. Furthermore, narrative inquiry fosters a collaborative environment in which teachers share their narratives and reflections. This exchange of ideas enriches the entire educational community, multiplying innovations and improvements in teaching practice. In this way, narrative inquiry promotes a critical attitude towards educational norms, empowering teachers to make informed decisions and contribute to the transformation of the educational system. Relatos de experiencias pedagógicas escritos por docentes: algunos rasgos distintivos. Narratives of pedagogical experiences written by teachers are valuable for their personal and subjective nature, allowing them to capture experiences from a unique perspective. Unlike formal documents, these narratives are infused with emotions and reflections, making them significant for both the writers and the readers. This uniqueness enables teachers to express themselves authentically, facilitating a deeper connection with their practice. The use of the first person in these narratives is fundamental, as it positions the teacher as the protagonist of their own story. This first-person narration reinforces their professional identity and allows them to articulate their pedagogical knowledge in an accessible and meaningful way. Thus, the narratives not only convey practical knowledge but also invite others to reflect on common issues and innovative solutions. Additionally, these narratives tend to focus on significant moments, whether successes or challenges, enabling teachers to analyze their evolution over time. This ability to connect the present with the past and the future enriches the narrative and makes it a valuable tool for planning and ongoing development. By sharing their stories, teachers legitimize their knowledge and contribute to the construction of a body of pedagogical knowledge that is authentic and relevant. 34