This curricular activity contributes to the student graduation profile by seeking to integrate knowledge from the specialized, pedagogical, and general training areas in the teaching of the discipline through practical experiences. These experiences address real demands in the classroom and the search for alternatives that enhance the formative process. Additionally, it aims to analyze the specific characteristics of the learning process, identify and apply learning strategies (cognitive, metacognitive, and socio-affective), and analyze, discuss, and use different evaluation methods. It is expected that the trainee teacher is capable of planning, conducting, and evaluating activities and tasks that enhance English language acquisition skills as a foreign language and critically reflect on teaching strategies that promote learning.

The curricular activities of Citizenship and Social Commitment Identity and Reflective Practice: Didactic Interaction Disciplinary II contribute to the development of the competencies declared in this curricular activity, which is realized through an integrative evaluation at the end of the semester.

LO1 Identify and evaluate methodological principles and methods in teaching-learning materials for the development of integrated English language skills.

LO2 Designs materials for teaching-learning situations according to the educational level of their students.

LO3 Adapts teaching-learning materials for the development of integrated English language skills according to the cognitive level of their students.

Task-based learning.

Problem-based learning.

Active-participatory learning.