What do EFL Teachers Seek in Professional Development Programs? Voices from Teachers
ABSTRACT: This article reports the findings of a qualitative study about the needs reported by EFL (English Foreign Language) teachers in their professional work, carried out in Medellín, Colombia. Two groups of public school teachers and two of private school teachers participated in the data colle...
- Autores:
-
González Moncada, Adriana María
Sierra Ospina, Nelly
Montoya Aguirre, Claudia Elena
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2002
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/15023
- Acceso en línea:
- http://hdl.handle.net/10495/15023
- Palabra clave:
- English teachers
Career development
Foreign languages
Language instruction
Teacher education
Desarrollo de la carrera
Enseñanza de idiomas
Formación de docentes
Lengua extranjera
http://id.loc.gov/authorities/subjects/sh88001224
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http://vocabularies.unesco.org/thesaurus/concept677
http://vocabularies.unesco.org/thesaurus/concept3937
http://vocabularies.unesco.org/thesaurus/concept59
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-sa/4.0/
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What do EFL Teachers Seek in Professional Development Programs? Voices from Teachers |
| title |
What do EFL Teachers Seek in Professional Development Programs? Voices from Teachers |
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What do EFL Teachers Seek in Professional Development Programs? Voices from Teachers English teachers Career development Foreign languages Language instruction Teacher education Desarrollo de la carrera Enseñanza de idiomas Formación de docentes Lengua extranjera http://id.loc.gov/authorities/subjects/sh88001224 http://vocabularies.unesco.org/thesaurus/concept9331 http://vocabularies.unesco.org/thesaurus/concept677 http://vocabularies.unesco.org/thesaurus/concept3937 http://vocabularies.unesco.org/thesaurus/concept59 |
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What do EFL Teachers Seek in Professional Development Programs? Voices from Teachers |
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What do EFL Teachers Seek in Professional Development Programs? Voices from Teachers |
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What do EFL Teachers Seek in Professional Development Programs? Voices from Teachers |
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What do EFL Teachers Seek in Professional Development Programs? Voices from Teachers |
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González Moncada, Adriana María Sierra Ospina, Nelly Montoya Aguirre, Claudia Elena |
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González Moncada, Adriana María Sierra Ospina, Nelly Montoya Aguirre, Claudia Elena |
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English teachers |
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English teachers Career development Foreign languages Language instruction Teacher education Desarrollo de la carrera Enseñanza de idiomas Formación de docentes Lengua extranjera http://id.loc.gov/authorities/subjects/sh88001224 http://vocabularies.unesco.org/thesaurus/concept9331 http://vocabularies.unesco.org/thesaurus/concept677 http://vocabularies.unesco.org/thesaurus/concept3937 http://vocabularies.unesco.org/thesaurus/concept59 |
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Career development Foreign languages Language instruction Teacher education Desarrollo de la carrera Enseñanza de idiomas Formación de docentes Lengua extranjera |
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http://id.loc.gov/authorities/subjects/sh88001224 |
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| description |
ABSTRACT: This article reports the findings of a qualitative study about the needs reported by EFL (English Foreign Language) teachers in their professional work, carried out in Medellín, Colombia. Two groups of public school teachers and two of private school teachers participated in the data collection. Focus group sessions and a questionnaire were used as data collection instruments. Results suggest that EFL teachers experience needs in three different domains of their professional lives: as workers, as instructors, and as learners. Traditional approaches have overestimated their role as instructors denying the importance of the other two domains. The authors conclude that EFL teachers look for professional development programs that address the three domains holistically. They call for teacher educators’ attention to explore possibilities to fulfill those needs |
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2002 |
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2002 |
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2020-06-16T20:35:15Z |
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2020-06-16T20:35:15Z |
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Artículo de investigación |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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eng |
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eng |
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Ikala, Revista de Lenguaje y Cultura |
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Medellín, Colombia |
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Universidad de Antioquia |
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González Moncada, Adriana MaríaSierra Ospina, NellyMontoya Aguirre, Claudia Elena2020-06-16T20:35:15Z2020-06-16T20:35:15Z20020123-3432http://hdl.handle.net/10495/150232145-566XABSTRACT: This article reports the findings of a qualitative study about the needs reported by EFL (English Foreign Language) teachers in their professional work, carried out in Medellín, Colombia. Two groups of public school teachers and two of private school teachers participated in the data collection. Focus group sessions and a questionnaire were used as data collection instruments. Results suggest that EFL teachers experience needs in three different domains of their professional lives: as workers, as instructors, and as learners. Traditional approaches have overestimated their role as instructors denying the importance of the other two domains. The authors conclude that EFL teachers look for professional development programs that address the three domains holistically. They call for teacher educators’ attention to explore possibilities to fulfill those needsRESUMEN: Este artículo da cuenta de los hallazgos de un estudio cualitativo, realizado en Medellín, Colombia, sobre las necesidades reportadas por profesores de inglés como lengua extranjera en su desempeño profesional. En la recolección de datos se incluyeron dos grupos de profesores de colegios públicos y dos de colegios privados. Los instrumentos usados para recoger la información fueron sesiones de grupos focales y un cuestionario. Los resultados sugieren que dichos profesores tienen necesidades en tres ámbitos diferentes de su vida profesional: como trabajadores, como instructores y como aprendices y se concluye que estos profesores buscan programas de desarrollo profesional que abarquen en forma integral dichos ámbitos. Tradicionalmente se sobrestima su papel como instructores y se niega la importancia de los otros dos. También se hace un llamado, a quienes preparan profesores, a explorar posibilidades que satisfagan esas necesidadesRÉSUMÉ: Les auteures de cet article présentent les résultats d´une recherche qualitative portant sur les besoins professionnels exprimés par des professeurs d´anglais. Cette recherche a été menée auprès de deux groupes de professeurs d´école publique et deux groupes de professeurs d´école privée à Medellin, en Colombie. Les données ont été recueillies au cours de sessions de groupes et par des questionnaires. Selon les résultats obtenus, les besoins de ces professeurs sont de trois ordres: laboral, professionel et formatif. Les approches traditionnelles ont en général surestimé. leur rôle comme instructeur au détriment des deux autres aspects. Ces professeurs souhaiteraient donc que les programmes de formation professionnelle intègrent ces trois aspects. Les auteures invitent ainsi les formateurs à explorer les possibilités d´un développement professionnel intégral.21application/pdfengUniversidad de Antioquia, Escuela de IdiomasMedellín, Colombiahttps://creativecommons.org/licenses/by-nc-sa/4.0/https://creativecommons.org/licenses/by-nc-sa/2.5/co/Atribución-NoComercial-CompartirIgual 2.5 Colombia (CC BY-NC-SA 2.5 CO)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2English teachersCareer developmentForeign languagesLanguage instructionTeacher educationDesarrollo de la carreraEnseñanza de idiomasFormación de docentesLengua extranjerahttp://id.loc.gov/authorities/subjects/sh88001224http://vocabularies.unesco.org/thesaurus/concept9331http://vocabularies.unesco.org/thesaurus/concept677http://vocabularies.unesco.org/thesaurus/concept3937http://vocabularies.unesco.org/thesaurus/concept59What do EFL Teachers Seek in Professional Development Programs? 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