Desarrollo Profesional Docente
Comparative Chart
10th semester
Jocelyn Martinez Dávila
Paula Guadalupe Lozano Reyes
Miriam Daniela Niño Pacheco
Teacher Jesús Villarreal Hernández
February 11th, 2025
Ciudad Universitaria, San Nicolás de los Garza
TYPES OF MAIN CHARACTERISTICS
PROFESSIONAL (definition, benefits, procedures used, implementation and example,
DEVELOPMENT and important notes)
Definition
It is an intensive, short-term learning activity that is designed to provide
an opportunity to acquire specific knowledge and skills.
Benefits: workshops can provide input from experts, offer teachers
practical classroom applications, can raise teachers’ motivation,
workshops develop collegiality, can support innovations, are short-term
and are flexible in organization.
Benefits
• Expert Input: Workshops provide access to expert knowledge and
insights.
• Practical Applications: Teachers gain direct strategies that can be
implemented in the classroom.
• Increased Motivation: Engaging in professional learning can
renew enthusiasm for teaching.
• Collegiality: They foster collaboration and connection among
teachers.
• Support for Innovation: Workshops encourage the adoption of
new teaching methods.
• Short-Term and Flexible: They are time-efficient and adaptable
to diverse needs.
WORKSHOPS
Procedures
• Choosing an appropriate topic
• Limit the number of participants.
• Identify a suitable workshop leader.
• Plan an appropriate sequence of activities.
• Looking for opportunities for follow- up
• Include evaluation.
Implementation
• Planning and organization
• Facilitation by an expert or experienced teacher
• Active participation
• Demonstration and practice
• Reflection
• Follow-up and application
Example
Title: Enhancing Speaking Skills in the Language Classroom
Objective: Help teachers implement effective strategies to improve
students' speaking abilities.
Duration: 2 hours
Structure:
1. Introduction (20 min) - Overview of common challenges in
teaching speaking skills.
2. Demonstration (30 min) - The facilitator presents interactive
techniques like role-plays and debates.
3. Practice (40 min) - Teachers work in groups to design and
evaluate a speaking activity.
4. Discussion & Reflection (30 min) - Participants share insights
and discuss classroom applications.
Important notes
The fact that many teachers have experienced both effective and less
effective workshops during their careers is a reminder that a successful
workshop needs to be well planned and coordinated.
Providing opportunities for senior teachers to develop skills in running
workshops is an important part of staff development.
Workshops give teachers an opportunity to step back for the classroom,
make connections with colleagues, and return to teaching with a renewed
sense of enthusiasm.
Definition
Self-monitoring is a systematic process of observing, evaluating, and
managing one's own behavior to gain a better understanding and control
over it. In teaching, this involves reflecting on instructional practices to
improve effectiveness.
Benefits
• Provides teachers with an objective record of their teaching.
• Helps identify gaps between perception and reality in teaching
methods.
• Enables teachers to recognize areas for improvement, such as
clarity of explanations, student engagement, and interaction.
SELF- • Supports personal professional development by highlighting
MONITORING strengths and weaknesses.
Procedures
Common methods of self-monitoring include:
• Video recording or transcripts of lessons for review.
• Lesson reports and written narratives to reflect on teaching
experiences.
• Checklists and questionnaires to evaluate specific teaching
aspects.
Implementation
• Both teachers and course coordinators can use self-monitoring to
gain self-awareness and identify areas for growth.
• Teachers can collect information through self-monitoring to
refine their teaching approach.
• This process helps develop a positive self-view and promotes
continuous improvement.
Example
If a teacher notices low student motivation, they might collaborate with a
peer in a coaching relationship to explore new strategies.
Important Notes
• Monitoring a sample of lessons can serve as a foundation for
professional development.
• The insights gained can lead to further exploration through peer
coaching, action research, or support groups.
• Though initially met with skepticism, most teachers find self-
monitoring highly beneficial.
• A good target is to monitor one or two lessons per semester or
when teaching a new group of students.
Definition
It can be defined when two or more teachers collaborate to achieve either
their individual or shared goals or experiences, challenges, and strategies
for improving their teaching practices. These groups can be informal or
structured and provide a space for reflection and mutual learning.
Benefits
Encourages peer support and reduces feelings of isolation, provides a
platform for sharing best practices and problem-solving, helps teachers
stay motivated and engaged in their professional growth, enhances
reflective teaching by discussing classroom experiences.
TEACHER Procedures Used
SUPPORT Regular meetings, discussion of teaching challenges and solutions,
GROUPS sharing teaching resources and strategies, collaborative lesson planning
or peer feedback.
Implementation and Example
A group of English teachers in a school might form a support group to
discuss classroom management issues. They meet weekly, sharing
experiences and brainstorming solutions. Over time, they develop a set
of strategies that improve student engagement and learning outcomes.
Important Notes
Groups can be face-to-face or virtual, a facilitator or coordinator may
help keep discussions focused, confidentiality and trust are essential for
open discussions.
Definition
Teaching journal is an ongoing written account of observations,
reflections, and other thoughts about teaching, usually in the form of a
notebook, book, or electronic mode, which serves as a source of
discussion, reflection, or evaluation.
Benefits
• Journal writing enables a teacher to keep a record of classroom
events and observations.
• Journal writing can help a teacher question, explore, and analyze
how he or she teaches and can also provide a basis for
conversations with peers or a supervisor.
Procedures used
• Journal writing can be in computer word processing (individual),
electronic mail (group), and through “talk” – by speaking journal
entries into a recorder.
• The teacher: A personal record of thoughts, feelings, and
reactions to teaching (intrapersonal journal). It helps with self-
monitoring, identifying patterns, and contributing to a teaching
TEACHING portfolio.
KEEPING A • Other teachers: A shared journal (dialogical journal) for
JOURNAL discussion, support, and collaboration. Useful in peer-coaching
and teacher support groups.
• A supervisor: A richer source of information than a classroom
visit. It allows for questions, feedback, and evidence of
professional development.
Implementation and example
For a successful journal writing:
• Set goals: Decide why you are journaling and what you want to
gain from it.
• Know your audience: Writing for yourself? Peers? A supervisor?
This affects content and style.
• Make time: Dedicate at least 2 hours per week and decide entry
length.
• Write freely: Write non-stop for 6–10 minutes without worrying
about mistakes.
• Review entries: Look for patterns, insights, and connections over
time.
• Evaluate progress: Check if journaling meets your goals and
adjust as needed.
Important Notes
Journal writing helps teachers document their experiences and reflect on
their teaching. It can also spark valuable discussions with peers and
supervisors. While the process is simple, successful implementation
requires clear goals, focus, and time management.
Definition
Peer observation differs from evaluation in that it is a collaborative and
non-threatening approach to professional development. While evaluation
is often prescriptive and trainer-centered, peer observation fosters mutual
learning among colleagues. It can focus on various aspects of teaching,
such as time management, student engagement, questioning techniques,
and classroom language. Observations capture both explicit classroom
actions and implicit elements such as decision-making and teaching
principles.
Benefits
Peer observation allows teachers to learn from each other’s techniques
and strategies. It provides fresh perspectives on classroom management
and teaching methods while also revealing unexpected areas for
improvement. Additionally, since teachers often face similar challenges,
observing and discussing solutions can be highly beneficial for
professional growth.
Procedures Used
There are several methods for conducting peer observations:
PEER • Written Narrative: A detailed, objective description of the lesson.
OBSERVATION • Field Notes: A time-based record of key events and interactions.
• Checklists: A structured approach assessing specific classroom
features.
• Peer Coaching: A mentoring process where experienced teachers
guide and support others.
Implementation
Peer observation can be implemented in two keyways:
1. Collaborative Role-Swapping: Teachers take turns being the
observer and the observed, with structured pre- and post-
observation meetings for discussion.
2. Supportive Observations: Teachers systematically document and
analyze classroom events to provide constructive feedback.
Example
A group of young learners struggles with a complex subject.
• Pre-Observation: The teacher and observer discuss probable
causes, such as ineffective materials or teaching methods.
• Observation: Field notes and checklists are used to assess the
class.
• Post-Observation: The teacher and observer identify key
challenges and propose strategies for improvement.
Important Notes
Observation provides valuable insights into teaching practices, but it
may also influence classroom behavior due to the observer effect, where
students and teachers modify their actions when being observed. To
ensure meaningful results, peer observation should be conducted in a
supportive and constructive manner.
Definition
A teaching portfolio is a collection of documents and materials that
provide information about various aspects of a teacher’s work. It serves
as a tool for documenting performance, fostering professional
development, and encouraging reflection and self-assessment.
Benefits
• Encourages self-reflection on teaching philosophy, methods, and
effectiveness.
• Supports professional growth through self-assessment and peer
review.
• Serves as a resource for job applications, promotions, and
performance appraisals.
• Helps teachers track their strengths and areas for improvement.
• Facilitates collaboration and mentorship among educators.
Procedures Used
1. Determine Purpose: Identify if the portfolio is for self-reflection,
TEACHING
evaluation, or job applications.
PORTFOLIOS
2. Select Content: Include materials such as lesson plans, student
evaluations, teaching philosophy, and course materials.
3. Organize the Portfolio: Structure it into sections:
o Understanding of Subject Matter: Qualifications, essays,
book critiques.
o Teaching Skills & Competency: Lesson plans, student
evaluations, classroom observations.
o Classroom Management & Organization: Teaching
strategies, group work approaches.
o Professional Development: Conference reports,
reflections on teaching progress, reading lists.
o Collaboration & Relationships: Letters from colleagues,
peer feedback.
4. Decide on Format: Choose between a paper-based or digital
portfolio.
5. Regular Updates: Maintain and revise the portfolio to reflect
progress and development.
Implementation
• Institutions should provide clear guidelines, training, and
assessment criteria.
• Teachers should have designated time to compile and update
their portfolios.
• The portfolio should align with professional development goals
and institutional expectations.
• The target audience (e.g., administrators, colleagues, hiring
committees) should be considered when selecting content.
Example
A portfolio may contain:
• A teacher’s qualifications and a personal teaching philosophy
statement.
• A sample lesson plan with student evaluations.
• A reflection on classroom management strategies.
• A report from peer observation.
• Documentation of participation in a teaching workshop.
Important Notes
• Metaphors for a Portfolio:
o Mirror: Reflects a teacher’s growth and development.
o Map: Guides to future professional goals and
improvements.
Definition
Critical accident is an unplanned and unanticipated event that occurs
during a lesson and triggers insights about some aspects of teaching and
learning. Critical accident analysis involves the documentation and
analysis of teaching incidents to learn and improve.
Benefits
Reflection, identifying and solving problems, identifying good practice,
professional awareness.
ANALYZING
CRITICAL Procedures used
INCIDENTS To understand a critical incident, one must go through two stages:
1. Describe the incident.
2. Explain its meaning (what, why…).
Implementation
Decisions need to be made to conduct critical incident analysis. (Who is
the audience of the analysis? What kinds of incidents are useful to write
about? How much time will it take?).
Example
A teacher attempts to help students remember new vocabulary.
Context: Private language school in London: teacher was giving a
tutorial in order to expand the student’s vocabulary, improve accuracy of
basic grammar and practice reading, speaking and general conversation.
Students want to learn about fashion related vocabulary. Teacher used
visual aids, Mike and physical actions, except for video and audio tapes.
Problem: Student has trouble remembering new vocabulary. Students are
normally initiative-taking, extroverted and communicate easily in the
language.
Solution: Restricted the number of items presented while increasing
their recycling frequency. The method is presentation, practice, and
performance. The teacher included sensory aids. Within increased
frequency of recycling and backtracking, the inaccuracies decreased.
Important notes
An incident becomes a critical incident when it is viewed in terms of
something that has significance in a wider context.
Majority of critical incidents that happen in the classroom are
commonplace events that are critical in the sense that they reveal
underlying beliefs/motives within the classroom.
Incident reports can be shared and serve as a basis for discussion and
review (self-observation, describing what happened, self-awareness and
self-evaluation).
It is best to combine critical incident analysis with journal writing or
creating a teaching portfolio.
Definition
It is when teachers look at a real situation from a classroom, study it, and
discuss what happened to learn from it and improve their skills.
Benefits
• Teachers can think about their own teaching practices and see
what worked or did not.
• Teachers learn how to manage problems they might face in class.
• It helps teachers apply what they learn from books to real-life
teaching.
CASE ANALYSIS • Teachers work with others to discuss cases and learn together.
Procedures Used
1. Select a situation that has a problem or challenge in teaching.
2. Gather details about the case like the context, students, and what
happened.
3. Look at what went wrong or right and think about why it
happened.
4. Teachers talk with colleagues to get different opinions and ideas.
5. After discussing, think about how the situation could help in your
own teaching.
Example
For example, a teacher might face problems with classroom behavior. In
a case study, the teacher would look at why the behavior happened,
discuss solutions with other teachers, and learn new ways to manage the
class better.
Important notes
• Make sure the case is useful for the teachers involved and
matches their classroom challenges.
• A good leader or facilitator is needed to make sure the discussion
stays focused, and everyone’s ideas are heard.
• If using real classroom cases, teachers need to keep things private
and ask for permission if needed.
• Case analysis should be combined with other ways to help
teachers grow, like workshops or watching other teachers.
Definition
It is a developmental process in which one teacher coaches a peer in
performing a teaching activity. It involves collaboration and mutual
support among teachers to enhance their teaching practices and promote
professional growth.
Benefits
It has benefits for the coach, the teacher, and the school.
• The coach: satisfaction of helping another colleague;
revitalization of their own teaching practices through the
coaching process; and recognition of professional expertise.
• The teacher: constructive and non-threatening feedback on
teaching; gaining new knowledge and methods from peers; and
reduced since of isolation, fostering collegiality.
PEER
• The school: strengthened teaching skills and educational
COACHING
practices; and in-job training, reducing the need for separate in-
service training.
Procedures used
In peer coaching we have…
• Establishing structure: It is crucial to provide time in schedules
and incentives for peer coaching participation.
• Selecting activities: Teachers can choose the focus of the
coaching, such as classroom observations, materials writing, or
discussing teaching techniques.
• Planning schedules: Regular sessions should be built on trust,
with teachers setting their own schedules.
• Defining roles: Clear definitions of coaches’ and teachers’ roles
are essential to foster trust and effective collaboration.
• Maintaining confidentiality: Ensuring that feedback is
constructive and kept confidential helps to build a trusting
environment.
Implementation and example
With the next implementation practices, teachers can collaborate
effectively.
• Being with an open invitation: Teachers request coaching based
on specific needs.
• Use of observation: Coaches observe teaching practices and
provide feedback without judgement.
• Development of common language: Establishing a collaborative
terminology aid in discussion about strategies.
• Creating a supportive culture: Building a culture of trust and
openness within the school is vital for successful peer coaching.
Example
A teacher requested feedback from a colleague regarding their approach
to teaching listening comprehension strategies. The colleague attended
the classes, offered insights into the teaching methods employed, and
following a discussion of the observations, affirmed that the teacher was
effectively progressing. This interaction not only aided the teachers in
enhancing their instructional methods but also strengthened their
collegial support network.
Important notes
The effectiveness of peer coaching depends on the establishment of trust
and an openness to learning.
There are different types of peer coaching, including:
• Technological coaching: Focusing on learning new methods or
techniques.
• Collegial coaching: General collaboration to enhance teaching
practices.
• Challenge coaching: Collaboratively addressing some teaching
problems.
Definition
Team teaching, also called pair teaching, is a teaching strategy where
two teachers share the responsibility for planning, delivering, and
evaluating a lesson. It fosters collaboration, professional development,
TEAM
and enhanced learning experiences for students.
TEACHING
Benefits
1. Collegiality: Strengthens professional and personal relationships
between teachers and promotes a positive school environment.
2. Different Roles: Teachers can alternate between teaching,
observing, or assisting, allowing flexibility and improved
communication.
3. Combined Experience: Each teacher brings unique perspectives,
methodologies, and skills, enriching the learning experience.
4. Teacher Development Opportunities: Teachers can learn from
each other, develop creativity, and enhance their teaching
effectiveness through observation and collaboration.
Procedures Used
• Joint lesson planning
• Role distribution (one teaches while the other assists or observes)
• Reflection and feedback sessions
• Combining expertise to address different aspects of the lesson
• Adjusting methods based on student needs.
Implementation
• Assign teachers with complementary skills or subject knowledge.
• Define clear roles and responsibilities for each teacher.
• Develop collaborative lesson plans with input from both teachers.
• Regularly assess and adjust strategies based on student outcomes
and feedback.
Examples
1. English in an Engineering Faculty: A linguistics professor and an
engineering professor co-teach technical English, combining
grammar instruction with subject-specific examples.
2. Teaching Beginners: A native and non-native English teacher
collaborate—one provides authentic exposure, while the other
clarifies grammar in the students’ native language.
3. Observation & Feedback: A trainee teacher teaches while an
experienced teacher observes, followed by a discussion on
strengths and areas for improvement.
4. Dividing Groups by Level: Two teachers split a mixed-level
English class—one guides advanced students in conversation
while the other helps lower-level students with structured
exercises.
Important Notes
• Effective communication between teachers is crucial for success.
• Team teaching allows for a more student-centered approach by
catering to different learning needs.
• It provides opportunities for professional growth and
collaborative problem-solving.
• Requires institutional support and a shared commitment to
collaboration.
Definition
Action Research refers to teacher-conducted classroom research aimed at
identifying, clarifying, and resolving practical teaching and learning
issues. It involves both research (investigation and data collection) and
action (implementing practical solutions).
Its main characteristics are:
• The primary goal is to improve teaching and learning.
• Conducted during regular classes.
• Usually small-scale and focused on specific issues.
• Aims to resolve practical classroom problems.
• Can be conducted individually or collaboratively.
• Helps redefine the teacher’s role, making them more reflective
and analytical in their teaching practices.
Benefits
• Help teachers gain a deeper understanding of teaching and
learning issues.
• Develops classroom investigation skills.
• Encourages teachers to rethink and improve their teaching
strategies.
Procedures Used
ACTION 1. Identify a Problem: Recognizing a challenge in the classroom
RESEARCH (Planning).
2. Collect Information: Gathering data through observations,
surveys, recordings, etc. (Planning).
3. Devise a Strategy: Developing an action plan to address the issue
(Action).
4. Try Out the Strategy: Implementing the planned solution
(Action).
5. Observe Effects: Assessing the outcomes and analyzing data
(Reflection).
6. Second Cycle (if necessary): Revising and repeating the process
for further improvement.
Implementation
• Can be done formally or informally.
• Teachers document their findings and reflections.
• Results can be shared with colleagues to collaboratively refine
teaching methods.
• May involve student feedback, lesson recordings, or assessment
comparisons.
Example
A teacher notices that students struggle with speaking English fluently.
To address this:
1. Identifies the problem (students lack fluency).
2. Collects information by observing and recording students'
speech.
3. Devise a strategy: Provides feedback on common mistakes and
introduces fluency-building techniques.
4. Implements the strategy: Assigns speaking challenges and
activities.
5. Observes effects: Monitors progress and adjusts methods
accordingly.
Important Notes
• Action Research is not large-scale research; it is practical and
focused on classroom issues.
• It is a cycle that may be repeated multiple times for continuous
improvement.
• Teachers take an active role in research instead of relying on
external studies.
• Encourages a reflective teaching approach.
FINAL REFLEXION
The comparative chart offers a well-rounded view of the key strategies for teacher professional
development, focusing on methods that help educators grow both individually and collectively.
From self-monitoring to peer coaching and action research, these practices highlight the
ongoing nature of professional growth. They encourage teachers to reflect on their teaching,
experiment with current ideas, and respond to challenges in real time.
A central takeaway is the importance of collaboration. Whether through peer observation, team
teaching, or participating in workshops, working together helps teachers refine their methods
and create a more supportive and innovative teaching environment. The chart also emphasizes
the significance of practical approaches, like critical incident analysis, to help teachers deal
with everyday classroom situations.
Overall, the chart reinforces the idea that professional development is not a one-time event but
a continuous process that shapes a teacher's evolution. By engaging in these strategies,
educators not only improve their practice but also contribute to a culture of learning and
collaboration within their school community, ensuring that both their teaching and their
students' learning keep improving.
