UNIVERSIDAD PEDAGGICA NACIONAL

HUMANITIES FACULTY
LANGUAGES DEPARTMENT
MAJOR ON BASIC EDUCATION TEACHING WITH EMPHASIS ON HUMANITIES: SPANISH AND ENGLISH; ENGLISH AND
FOREIGN LANGUAGES
SYLLABUS
1. Subject: Classroom Research Project
2. Subject Code Number: 1322160
Credits: 2
3. Syllabus to be developed during the second semester of 2015
4. Professor: DIEGO F. UBAQUE
5. Main Topic:
The seminar will focus on the development of research practices that will allow students to develop understanding about the reality of Colombian
education and in turn offer alternatives to improve it. This academic space is designed to introduce students to the professional resources available
through the program. It will be oriented towards the intervention and transformation of the Colombian reality, yet it is expected to be mainly situated in
the local practice that pre-service teachers will carry out. Therefore, each Ss will be asked to design a research project about the pedagogic experience
and the research process with the goal of implementing their research in the following two semesters.
6. Key questions:

What are the characteristics and benefits of action research that allow for the possible solution of a pedagogical problem in the Colombian educational
reality, the one observed, lived and experienced?
How to design, plan, and execute an action research project and apply it to English teaching and learning in the classroom of a Colombian educational
institution?

7. Development of Key aspects:

Program, Methodology, Topics, Achievements, Chronogram of activities (presentations) and assessment

Introduction to the course
Principles of Observation in the classroom
Observation and Non- observation techniques and instruments in the classroom.
Instruments for preliminary data collection ( Diagnosis-Needs analysis)
Characterization of the local context, school, students
Administration of questionnaires or any other data collection tool ( Diagnosis-Needs analysis )
Research purposes/Writing research questions
Statement of the research problem
Statement of the research question and objectives
Justification
Theoretical framework
Research design
Research paradigm: Action Research
Pedagogical Intervention
Final Aspects of the Proposal
The abstract
Socialization

8. Methodology to be used. Activities to be carried out during the semester

The methodology of this course involves four types of work:
1. Direct work: through which we will discuss and problematize situations identified in school, just as we will discuss theories and teaching
practices aimed at improving each proposed research project. To this respect, reading assignments will be key to bridge the gap between
theory and practice. Thus, all reading assignments will be part of the overall evaluation of the course, as such each Ss will demonstrate
application and understanding of each reading by participating actively in class and handing in a reading hand out.
2. Presentations: Ss will be in charge of explaining and sharing different readings assigned. These will serve to dig into different theoretical
perspectives regarding action research and in so doing make connections between theory and practice.
3. Assisted academic work: Ss will be counseled and systematically monitored in the construction of their proposal. In the sessions. Students
will advance their conceptualization of the theoretical framework needed to build an action research proposal that solves a specific problem
found in the educational reality. TAA is compulsory. Each Ss is expected to attend a minimum of 8 sessions.

4. Autonomous work: Students will conduct their research individually, each on their proposal or the themes in which they wish to
investigate. Additionally, it accounts for the reading of texts for each class with the intention of using them in their project. Ss will also work
to know more about APA on their own.
Activities
To achieve the course goals, we will complete the following activities:
1. Presentations by both the teacher and the students on the inherent characteristics and processes of an action research project to address a
problem in an educational context. Ss will get into an agreement in order to submit at least 48 hrs before their presentation a single PPT that
will put together all reading assignments. This PPT will account for theoretical but key elements that will be pivotal for others to understand
what is presented. Presentations will include a hands-on activity.
2. Seminars to discuss and reflect on the process of an action research project.
3. Workshops to put into practice the stages of action research.
4. Discussion of the pedagogical materials that will allow students to approach a problem that needs a solution.
5. Feedback from field notes that allows students to address the problem to be solved.
6. Individual or collaborative development of a research project that allows students to address a pedagogical problem in a Colombian
educational institution.
7. Attendance to the assigned school on a weekly basis. If a teacher-student fails to attend the observation period more than once,
he/she will automatically fail the course. Weekly recording of the students attendance to the assigned course on a format; the format
should be signed by the teacher being observed, right after the observation period. In case a class is cancelled by the institution or it is a
holyday that should be written on the format and confirmed by the teacher with his/her signature. Observation formats or field notes must be
submitted every week starting with the 1 st week of observation and should be discussed with the teacher trainer on tutoring sessions. They
need to be attached to chapter 1 and to the final document as annexes or appendixes.

9. Achievements to be evaluated
9a. Achievements related to knowledge and to knowing how to apply that knowledge: Students will be able to
1. Observe, collect information, and reflect in order to assess the observed population and identify a problem subject to be investigated and
solved.
2. Make a bibliography in order to get to know research projects that have already been completed on the specified problem to understand the
current state of the study. (RAEs)
3. Conceptualize the action investigation model.

4. Understand and apply the different processes of action research in order to design a proposal that allows finding a possible solution to a
pedagogical problem.
5. Study in depth methodological approaches that help to support the proposal.
6. Design a proposal of pedagogical intervention that provides a solution to the problems encountered.
7. Project the possible results of the research project.
8. Reflect on and evaluate the usefulness of a classroom plan through the feedback received from a microteaching session with classmates. (if
time allows)
9. Revise and correct writing process and use of English based on the feedback given at each stage of the proposal. (if time allows)
9b. Attitudes:
The student will be able to:
-

Be responsible and autonomous toward his/her learning process. (APA; theoretical framework, readings)
Recognize his/her own mistakes and works to correct them as well.
Favor a healthy learning atmosphere.
Be punctual.
Respect other peoples opinion.
Support his/her own insights without any demeaning treatment to others.
Display his/her solidarity with the group.
Develop a discourse of respect towards classmates and their Ss in the practicum

10. Quantitative Assessment Criteria to consider that the pupil has obtained the correspondent credits to this subject.
1.
2.
3.
4.
5.

Chapter 1
Chapter 2
Chapter 3
Chapter 4
Class participation (self-assessment) and
Tutorial sessions report
6. Reading Hand-out
7. Final Document

10%
10%
10%
10%: 40%
10%
20%
30% :100%

Note: For each session, Ss are to hand in a reading handout where they will account for the reading in the assignment. Reading assignments will be
pivotal to understand the course content. Under no circumstances will Ss be allowed to be in class without the corresponding reading hand out. In
those classes in which there is more than a reading, Ss will present only one reading hand out.

Ss will continue the research process only if the proposal coheres with what is done along the semester. To this respect, for the assessment of each
chapter and of the final document the following aspects will be taken into account: 1) the content specified for submission at the end of this
document (outline); 2) the clarity and coherence of the text written, and language use and the theoretical back up taken either from the readings
assigned or extra material consulted by Ss; 3) the use of RAEs to back up the research done around the main constructs of the study; 4)
annexes/appendixes at the end of the document ; 5) an appropriate list of references.
Late Work Policy
You are expected to adhere to assignment and project deadlines, including any that is sent to your mails. Please take the following into account. No
work will be accepted if submitted past the due date. The assignment will be graded with 0.0. The late work policy will make no exceptions.
Policy on Plagiarism
Keep in mind the policy on plagiarism of the Program:
Definition of Plagiarism: Plagiarism includes the intentional or unintentional use of anothers words, ideas, or any other type of intellectual
property as if they were ones own. Any work produced for this course that uses anothers words ideas, or any other type of intellectual
property must be properly cited according to the APA (American Psychological Association) Style Guide.
Procedures to Follow if Plagiarism is Suspected: Any suspected cases of plagiarism will be investigated and if confirmed, the assignment
will be graded with 0.0

11. Bibliography

Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Burns, A. (2015). Perspectives on action research. Cambridge: Cambridge University Press
Cresswell, J. (2013). Qualitative inquiry and research design. Choosing among five approaches. Thousand oaks: SAGE publications.
Frank, C. (1999). Ethnographic eyes. A teachers guide to classroom observation. Portsmouth: Heinemann.
Gibbs, G. (2007). Analyzing qualitative data. Thousand oaks: SAGE publications.
Maxwell, J. (2013). Qualitative research design. An interactive approach. Thousand oaks: SAGE publications.
Richards, J., & Nunan, D. (1990). Second language teacher education. Cambridge: Cambridge University Press.
Tudor, I. (2001). The dynamics of the language classroom. Cambridge: Cambridge University Press.

PACE SCHEDULE
SESSIONS

TOPICS

Session 1

Program,
Methodology, Topics,
Achievements,
Chronogram of
activities and
assessment

Session 2

Introduction to
research:

Needs analysis/Diagnosis:
discussion on how to get
insights regarding
classroom realities:
Proformas
Observational techniques
for collecting action
research data.

CLASS ACTIVITIES
Presentation of the teacher and
students
Discussion of the program in terms
of methodology, topics,
achievements, chronogram, and
assessment.
Assign readings.
Introduction to research
From note taking to note making.
Video session
General discussion about
observation in the classroom based
on Burns chapter 4 (Proformas)

ASSIGNMENTS FOR THE SESSION

POST-ASSIGNMENT
Download the documents suggested.
https://www.dropbox.com/sh/o3lrc6q7y
d8q21y/AAATnSU0My4nwdztN2GIKOza?dl=0
READING- ASSIGNMENT
-

Ethnographic eyes. A teachers guide to

classroom observation. (Frank, C. 1999).
Ch1 by: Diego F. Ubaque

Collaborative Action research for English

Language
teachers.
Observational
techniques for collecting action research
data. (Burns, A.1999) CH 4 by:
_________________ ( 2 Ss -Proformas)

POST-ASSIGNMENT
-

Designing an observation grid to collect data

from learners on specific problems observed
or discussed with the teacher. Notes taken
and notes made are to be interwoven with
theory.

Video tape your class. Be ready to present a

5 mins video tape of it in class. (Compile all
the videos and hand in the corresponding
CD) By: ___________

Session 3

Discussion on nonobservational
techniques for data
collection,
questionnaires.

General discussion about

observation in the classroom based
on Burns chapters 4

Collaborative Action research for English

Language
teachers.
Non-observational
techniques for data collection (Burns, A.
1999). Ch5 by: _____________

Revise grids.

POST-ASSIGNMENT

Analysis of
observational grids
based on videos.

Create a questionnaire after having

narrowed down the possible
research problem.

Continue observing, narrow down (even

more) the grid. Administer the questionnaire
to your students.

Bring research question found in

monographs and other material. (Data bases)
Create some drafts for your own study.

Note: Data collected must be shared in TAA.

Field notes must be handed in.
Session 4

Research purposes,
Session A

Formulating our research problem.

Formulating our research question

READING- ASSIGNMENT
-

Qualitative inquiry and research design.

Choosing among five approaches. 6
Introducing and focusing the study.
(Creswell, J. 2013) Ch6 by: ___________

Qualitative Research Design. An Interactive

Approach. (Maxwell, J. 2013) Ch 4,
Research questions. By: all

Formulating our research objectives

POST ASSIGNMENTS:
-

Based on the possible constructs identified,

bring theory to back them up.

Bring a written statement of the problem by

following Creswells out line provided in
ch6) Include the RQ and RO.

Session 5

Research purposes,
Session B
Formulating
our
final: statement of
the problem, research
question
and
objectives.

Formulating our final: statement

of the problem, research question
and objectives. POSTER
SESSION

READING ASSIGNMENT
-

Justification

Qualitative inquiry and research design.

Choosing among five approaches. 6
Introducing and focusing the study.
(Creswell, J. 2013) Ch6 by: ___________

POST ASSIGNMENTS:
Submission of chapter 1- Follow the outline
given at the end of the program. Due date:
________________.
Session 6

Theoretical framework

The Literature Review

Outline of a literature review

ASSIGNMENT

What is a state of the art?

Bring a clean but printed RAE format to be

used in class.

How to use RAEs to work on the

literature review and state of the
art.

Session lead by Diego F. Ubaque

Submission of Theoretical Framework:

Introduction to the chapter mentioning its
contents, theory (ies) about each construct,
expressing your own point of view regarding
those theories, letting your voice be heard. (a
minimum of 10 RAES must be included in the
appendix section) _______
Session 7

Research design
Action research
Session A
The Action research
Cycle

Discussion on Action Research

Why Action Research?
AR Cycle and data collection
instruments

READING- ASSIGNMENT
-

Perspectives on Action research. (Burns,

2015) by: all

Second Language Teacher Education.

(Richards, J. & Nunan, D. 1990). Action
research in the language classroom. Part II,
Ch 5, pg. 62. By : ______________

Session 8

Research design
Action research
Session B

Possible data
collection instruments

Designing
Questionnaires

Validity and reliability

Discussion on data collection

instruments
Discussion on Designing
questionnaires.
Discussion on validity and
reliability in AR.

READING- ASSIGNMENT
-

Qualitative Research Design. An

Interactive Approach. (Maxwell, J.
2013) Ch 4, Research questions.
By: all

Analyzing Qualitative Data. (Gibs, G. 2007)

Analytic quality and ethics. Pg90. By:
___________

Post Assignment. Submission of chapter 2 and

3 Lit Review-Research Methodology:
Introduction to the chapter mentioning its
contents, type of research (qualitative research),
method of research (action
research/perspective), description of the 3
instruments for data collection you are going to
use (back this up with theory), procedures for
data collection & the data collection plan, how
validity is going to be ensured (through data
triangulation), the unit of analysis of the data
that is going to be used, and the ways to avoid
issues with ethics in your research (using
consent forms to ask the students parents for
permission to work with the participants and use
the information they produce, keeping
confidentiality by using fictitious names). All of
this should be supported with theory, preferably
from primary sources.
Due date:_________________

Session 9

Pedagogical
Intervention

Vision of language
Visions of classroom
Visions of learning
Chronogram of the pedagogical
intervention

READING- ASSIGNMENT
-

The dynamics of the language classroom.

(Tudor, 2001)
Ch 3 by: ____________
Ch 4 by: ____________
Ch 5 by:_____________
One single presentation (PPT). Hands on
presentation, not theoretical explanation.
(use videos, samples, text, testimonies)

Post Assignment, Submission of chapter 4.

________
Session 10

Presentations of the
study

Presentations

Outline of the PPT

- Title of the study
- Setting and population
- Diagnosis or needs analysis
- Statement of the problem
- Research question and objectives
- Research design
- Unit of analysis
- Pedagogical intervention

Session 11

Presentations of the
study

Presentations

Outline of the PPT

- Title of the study
- Setting and population
- Diagnosis or needs analysis
- Statement of the problem
- Research question and objectives
- Research design
- Unit of analysis
- Pedagogical intervention

Post Assignment. Final submission of the

whole manuscript.
Session 12

Presentations of the
study

Presentations

Session 13

Assessment of the
seminar

To be assigned

Session 14

Assessment of the
seminar

To be assigned

Outline of the PPT

- Title of the study
- Setting and population
- Diagnosis or needs analysis
- Statement of the problem
- Research question and objectives
- Research design
- Unit of analysis
- Pedagogical intervention

DESCRIPTION OF SUBMISSIONS REQUIREMENTS

Chapter 1

A- This CH starts with an introduction in which you will let the reader know about what has been done regarding your study in the field of teaching and
learning. You will use theoretical back up to smoothly introduce the reader to understand what the study will be about. After this, this chapter will contain
a detailed description of the setting in terms of the local context. There needs to be emphasis on the educational resources and how that fosters or hinders
language learning, population including their cognitive, socio-emotional, cultural and linguistic characteristics as appropriate and any other information
that can be relevant to let the reader know about the context of the study. However, this needs to be told in a narrative way, avoid headings. Then, the
chapter will start with a presentation of the results of the application of data collection instruments (observational grids) to the observed population
previously characterized. These instruments are intended to identify your problem under study by showing evidence of it, either by delimiting the precise
difficulties or needs of students in regards to their English learning or any other area to be studied.
B- The chapter will continue with the statement of the problem, research question and rationale. In here, you will present your problem through a
paragraph. As previously mentioned, you will use the data collected before to do so. Then, the chapter will present a formulation of the question that you

want to respond. Accurate and complete description of the nature and magnitude of the problem needs to be given to let the reader know what your
problem of study is and how it connects to the previous needs analysis conducted.
C- Regarding the research objectives, you will formulate the projects research objectives and not the pedagogical ones. These will correspond to what
you as a researcher will observe, analyze and document in regards to the problem to be solved.
D- Finally, the rationale of your study will work as the justification of your problem and study. You will use theoretical back up to show how your study
will contribute to the EFL community and the school and population where the study took place. This intends to show the relevance to institutional, local
and national levels by defining the contribution of the project to the generation new knowledge in education and pedagogy of language. Theoretical
support is requested here.

Chapter 2

Theoretical framework
This chapter will present the general theories that may allow you to understand the nature of the problem. You will have to be aligned with the previous
questions formulated by developing the constructs that these might contain. This chapter will state your personal view on what should be the gap that
exist in relation to the problem under study. The state of the art will be interwoven to show how concepts have been studied and what recently has been
done on these areas. Both need to be included. The chapter will use the RAEs.

Chapter 3

Research design
This chapter will deal with the presentation of how each of the specific objectives will be achieved. You will start this chapter by i ntroducing the type of
research (qualitative research), method of research (action research/perspective), and the description of the 3 instruments for data collection you are going
to use (back this up with theory). You will also include the procedures for data collection & the data collection plan, how validity is going to be ensured
(through data triangulation), the unit of analysis of the data that is going to be used. The chapter will include:
Title: Ch3
Research design

-Type of study
-Method of research
-Brief mention of the setting or context of the study
-Brief mention of Participants
-Researchers role
-Instruments
-Procedures

Chapter 4

Pedagogical intervention
This pedagogical intervention is aimed at providing solutions to the posed problem. You will include the language teaching approach, the activities, time
and resources for their implementation, as well as a sample of lesson plans. In this chapter you will take into account readings regarding your own
conception of language, classroom, and technology. The chapter will include a timeline. This should include a chronogram and a general description of
the project activities to be performed during the following semester plus the possible impact of such intervention.

References

List of all the texts referred to in the document following APA guidelines 6th edition.

Annexes-Appendixes

They are those materials that support the document and that must be sequentially presented according to the order in which they are mentioned
throughout the project. You must include, your observational grids, consent forms, surveys, interviews, questionnaires, RAEs, etc.