PROFILE issues in teachers' professional development, 2018-01, Vol.20 (1), p.103-119
2018
Volltextzugriff (PDF)
Details
- Autor(en) / Beteiligte
- Titel
- Colombian English Teachers’ Professional Development: The Case of Master Programs
- Ist Teil von
- PROFILE issues in teachers' professional development, 2018-01, Vol.20 (1), p.103-119
- Ort / Verlag
- Bogota: Universidad Nacional de Colombia
- Erscheinungsjahr
- 2018
- Quelle
- EZB Free E-Journals
- Beschreibungen/Notizen
- Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants’ pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants’ overarching categories of development. Challenges to respondents’ integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.
- Sprache
- Englisch; Portugiesisch
- Identifikatoren
- ISSN: 1657-0790, 2256-5760eISSN: 1657-0790DOI: 10.15446/profile.v20n1.63323Titel-ID: cdi_doaj_primary_oai_doaj_org_article_3f5a921f75f5491ab9e6d9be22469d1b
- Format
- –
- Schlagworte
- Collaboration, Colombian English teacher education, desarrollo profesional de profesores de inglés, educación de profesores de inglés colombianos, educación posgraduada de profesores de inglés, EDUCATION & EDUCATIONAL RESEARCH, Educational Policy, Educational Practices, English (Second Language), English as a foreign language master programs, English as a second language instruction, English teachers, English teachers’ graduate education, English teachers’ professional development, Faculty Development, Foreign Countries, Graduate studies, Ideology, Instructional Innovation, Language Teachers, maestría en enseñanza de inglés, Masters Programs, Online Surveys, Professional development, Program Descriptions, Respondents, Second Language Instruction, Second Language Learning, Second language teachers, Teacher Attitudes, Teacher Collaboration, Teacher education, Teaching, Teaching Methods