Información Básica

  1. Generalidades
  2. Modalidad
  3. Requisitos de Ingreso
  4. Inversión

MAESTRÍA EN DIDÁCTICA A DEL INGLÉS

 

REGISTRO SNIES 102801

Resolución de aprobación 12949 del 23 de septiembre de 2013

Ministerio de Educación Nacional 

MODALIDAD: Profundización

TÍTULO QUE OTORGA: Magister en Didáctica del Inglés

NÚMERO DE CRÉDITOS: 47

DURACIÓN: 4 Semestres

ADMISIÓN: Anual

REQUISITOS

Licenciado en lenguas extranjeras o profesionales en otra disciplina que se desempeñen en la enseñanza del inglés y garanticen competencia comunicativa en el dominio del idioma inglés mínimo en el nivel B2 del Marco Común Europeo.

   

VALOR INSCRIPCIÓN:

1/3 de un Salario Mínimo Legal Vigente

VALOR MATRICULA SEMESTRE:

6 Salarios Mínimos Legales Vigentes

MDI USCO

MDI USCO

WhatsApp Image 2019 11 19 at 15.26.00

 

 

 

 

UT Universidad del Tolima

 

 

 

Nutrida participación de docentes y estudiantes del programa de Maestría en Didáctica del Inglés en el "2nd International Symposium on Research in Foreing Language Teaching" durante los días 14 y 15 de noviembre del 2019 en la Universidad del Tolima. El docente Diego Fernando Macias estuvo a cargo de la ponencia “What do concept maps reveal about student teachers’ process of teacher learning in English language teaching?”, el estudiante Jhon Eduardo Mosquera presentó la ponencia “EFL teac´s professional identity: A master´s level exploration” y Juanita Ponce de León abordó la ponencia  “Transformative learning through community based pedagogies in a rural school in Neiva, Huila: The bilingual cafeteria.”

Participación de Jhon Eduardo Mosquera Perez en el XXV Simposio de Investigación en Lingüística Aplicada llevada a cabo en la Universidad Distrital el jueves 7 y viernes 8 de noviembre. El simposio fue organizado por la Maestría en Lingüística Aplicada a la Enseñanza del Inglés de la Universidad Distrital Francisco José de Calda, celebrado en la sede Aduanilla de Paiba.

Se destaca también la presentación de las siguientes ponencias:

"Challenging global asymmetrical ontologies by voicing the polyphonies of the local in the English class" a cargo del estudiante Carlos Arias; "Multicolor appearance of peace contruction in ELT" a cargo de la estudiante Yeraldine Aldana Gutiérrez; y finalmente "Using critical collaborative autoethnography to break the silence and empower pre-service English language teachers" a cargo del estudiante Jairo Enrique Castañeda Trujillo, todos estudiantes del Énfasis en ELT Education.

Jueves, 24 Octubre 2019 11:49

ASOCOPI 54TH Annual Congress

Asistencia y participación de estudiantes de la cuarta cohorte del pre-grado Maestría en Didáctica del Inglés (MDI) en el 54 congreso de la Asociación Colombiana de los Profesores de Inglés (ASOCOPI) llevada a cabo en los días 11, 12 y 13 de octubre del presente año (2019) en la Universidad Santo Tomás (Bogotá /Colombia).

Viernes, 18 Octubre 2019 15:32

Participación en el II CAEL Unisucre.

Valiosa participación de Jhon Eduardo Mosquera Perez en el II Congreso de Aprendizaje y Enseñanza de las Lenguas (CAEL) en la Universidad de Sucre. El cual se llevo a cabo el jueves 15 y viernes 16 de agosto del presente año (2019). El II CAEL va dirigido a docentes, estudiantes e investigadores de lenguas extranjeras que usan el inglés, el francés, el portugués o cualquier otro idioma como medio de comunicación o herramienta de construcción de conocimiento.

 

Temas tratados:

 

  • Enseñanza de las lenguas
  • Identidad docente
  • Prácticas innovadoras (aprendizaje autónomo, uso de las TIC)
  • Aprendizaje autonomo
  • Evaluacion
  • La enseñanza de la literatura a través de las lenguas extranjeras
  • La enseñanza de lenguas extranjeras a niños
  • Relacion entre lenguas extranjeras y las lenguas indigenas en Colombia
  • El uso de la lengua materna en la enseñanza de un idioma extranjero
  • Desarrollo de habilidades comunicativas
  • Interculturalidad
  • Discurso del aula
  • Plurilinguismo
  • Politicas de bilinguismo
  • Desarrollo profesional

Distinguida participación del profesor Diego Fernando Macías, actual coordinador y docente del programa de Maestría en Didáctica del Inglés en la conferencia de la Association for Applied Linguistic que se llevó acabo en la ciudad de Atlanta, Georgia del 9 al 12 de marzo del 2019.

 

Valiosa participación de los egresados Sergio García, Leonardo Díaz y del docente Marco Tulio Artunduaga del Programa de Maestría en Didáctica del Inglés en el 16th International Conference for English teachers llevada a cabo del 18 al 21 de octubre de 2018 en Huatulco, Mexico 

Miércoles, 02 Mayo 2018 17:43

Publicaciones Recientes de Graduados

Miércoles, 02 Mayo 2018 17:14

Language Teacher Education and Development

Course Description

 

The seminar in Language Teacher Education and Development introduces participants to the theoretical, practical and research-based traditions underpinning this field. Starting from a perspective on teacher education which has emerged as common ground for the preparation of teachers in diverse disciplines around the world, the seminar delves into the major pedagogical principles historically shaping the curriculum that educational institutions have put into place to support teachers’ learning and development. The aforementioned general and global perspective merges with specific and local outlooks when the seminar gravitates towards the education of Nonnative English Speaker Teachers (NNESTs) in the Colombian context. While facilitating participants’ interaction with a representative body of knowledge in the field, the seminar’s structure and dynamics engages student teachers in critical reflection aiming at the design of context-sensitive teacher education experiences.

 

Learning Outcomes

The course offers language teachers opportunities to:

  • Raise critical awareness of pedagogical knowledge models in language teacher education
  • Critically evaluate theories of teacher learning and pedagogical change and research.
  • Develop a deeper understanding of approaches to language teacher education and development
  • Evaluate seminal and current research in the field of teacher education and development
  • Explore options for the design of curriculum to enhance teachers’ education and development in local contexts
  • Propose research initiatives rooted in local teaching communities’ needs
  • Gain knowledge and skills to keep building their profile as professional teacher educators  
Miércoles, 02 Mayo 2018 17:13

Bilingualism and Bilingual Education

Course Description

 

Since the implementation of the Programa Nacional de Bilingüismo (2004) (and the transformations it has had during these years: Programa de Fortalecimiento al Desarrollo de Competencias en Lengua Extranjera (2010), Ley de Bilingüismo 1651 (2013), Programa Colombia Bilingüe (2014), Programa Nacional de inglés Colombia very well (2015) and Colombia Bilingüe (2016)) Colombian scholars have been interested in exploring this policy around the country. Many scholarly articles have been written and today the academic community is better informed about bilingualism and bilingual education. However, it is very relevant, at the master’s level, to explore the issue in order to develop a body of knowledge (we will only scratch the surface of the matter in this class) that allow teachers and administrative stuff alike to set attainable goals for themselves and for their students. This course attempts to offer a space for debate and reflection on the topic and its implications for the teaching profession. It is important to add that the course has been designed under a critical perspective as a way to enhance participants’ views.

 

General Objective

Examine different views on bilingual education in the globe and in Colombia.

 

Specific Objectives:

  • Develop a general understanding of the concepts of bilingualism and bilingual education. 
  • Be familiarized with different types of bilingual education.
  • Analyze the current situation of the institutions where participants work under the lens of bilingual education and the policy in Colombia.
  • Develop a critical stance towards the policy and its implementation
Miércoles, 02 Mayo 2018 17:12

Reflective Teaching

Course Description

Reflective teaching is an approach which has gained significant momentum in language teaching. In his personal reflection about thirty years of TEFL/TESL, Richards (2015) contends that language teachers have moved away from a search of the perfect method and have shifted their attention to developing and exploring their own teaching through reflective teaching and action research.
Murphy (2001) points out that teachers can grow as professionals in different ways which let them look inward, both within themselves and within the courses they offer, to access information about what happens in their language classrooms. He asserts that a central reason to be interested in reflective teaching is to “gain awareness of our teaching beliefs and practices” and to learn “to see teaching differently, and to learn to take action in order to enhance the quality of learning opportunities we are able to provide in our classrooms.” He also claims that we should spend time and energy to develop understandings if we consider our continuing needs as teachers and the needs of the language learners we serve. Murphy poses three main purposes of reflective teaching (RT):

  • To expand one’s understanding of the teaching learning process.
  • To expand one’s repertoire of strategic options as a language teacher.
  • To enhance the quality of learning opportunities one is able to provide in language classrooms.

Upon the satisfactory completion of the course, students should be able to:

  • Identify the features of reflective thought.
  • Become aware of the main theoretical tenets underlying RT.
  • Make explicit their underlying beliefs, assumptions and principles they hold about their teaching
    practice.
  • Explore their teaching and reflect on their teaching principles and the teaching practices.
  • Draw a metaphor about their teaching identities.
  • Put into effect thoughtful reflection and professional dialogue on critical issues in education and
    language teaching.
  • Adopt courses of action to solve problems and to improve their teaching practices.
  • Implement diverse RT tools as a way of exploring and keeping a record of their teaching experiences.
  • Develop critical thinking towards the literature available on reflective teaching.
  • Exchange their professional views and to give feedback each other.
  • Conceptualize their professional identity by means of their internal narratives.
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