The Design and Implementation of a Professional Development Program for in-service EFL Teachers
eng: Abstract This research project reports the findings of a qualitative action research study on a professional development program (PDP) aimed at enhancing the teaching practices of seven in-service English language teachers who work at a public school in Pereira. At the initial stage, a reflecti...
- Autores:
-
Muñoz Hernández, Diana Rocío
- Tipo de recurso:
- Masters Thesis
- Fecha de publicación:
- 2021
- Institución:
- Universidad de Caldas
- Repositorio:
- Repositorio U. de Caldas
- Idioma:
- eng
spa
- OAI Identifier:
- oai:repositorio.ucaldas.edu.co:ucaldas/17046
- Acceso en línea:
- https://repositorio.ucaldas.edu.co/handle/ucaldas/17046
https://repositorio.ucaldas.edu.co/
- Palabra clave:
- Educación
Pedagogía
Active learning
Collegiality
Professional development
Sharing knowledge
Teaching practices
- Rights
- closedAccess
- License
- http://purl.org/coar/access_right/c_14cb
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The Design and Implementation of a Professional Development Program for in-service EFL Teachers |
| title |
The Design and Implementation of a Professional Development Program for in-service EFL Teachers |
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The Design and Implementation of a Professional Development Program for in-service EFL Teachers Educación Pedagogía Active learning Collegiality Professional development Sharing knowledge Teaching practices |
| title_short |
The Design and Implementation of a Professional Development Program for in-service EFL Teachers |
| title_full |
The Design and Implementation of a Professional Development Program for in-service EFL Teachers |
| title_fullStr |
The Design and Implementation of a Professional Development Program for in-service EFL Teachers |
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The Design and Implementation of a Professional Development Program for in-service EFL Teachers |
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The Design and Implementation of a Professional Development Program for in-service EFL Teachers |
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Muñoz Hernández, Diana Rocío |
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Lopez-Pinzon, Margarita |
| dc.contributor.author.none.fl_str_mv |
Muñoz Hernández, Diana Rocío |
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Margarita María López Pinzón |
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Currículo, Universidad y Empresa - CUE (Categoría A) |
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Educación Pedagogía |
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Educación Pedagogía Active learning Collegiality Professional development Sharing knowledge Teaching practices |
| dc.subject.proposal.eng.fl_str_mv |
Active learning Collegiality Professional development Sharing knowledge Teaching practices |
| description |
eng: Abstract This research project reports the findings of a qualitative action research study on a professional development program (PDP) aimed at enhancing the teaching practices of seven in-service English language teachers who work at a public school in Pereira. At the initial stage, a reflective journal, an interview, and a survey allowed me to identify the teachers’ profile and professional needs. During the implementation phase, a journal and surveys were the instruments used to measure the impact of the PDP. Findings in this study suggest that the in-service teachers enhanced their teaching practices while discussing academic issues with colleagues, and making decisions for the school regarding the English Suggested Curriculum, methodology, and assessment. Furthermore, the teachers communicated more among them, engaged in new projects and initiatives to promote a more student-centered approach. This professional development program was a powerful tool for this group of in-service teachers. To conclude, this initiative enables staff members to propose cross-curricular projects, exchange ideas related to teaching practices, enrich the curriculum, design materials, and what is more relevant build collegiality. Keywords: Active learning, collegiality, professional development, professionalism, sharing knowledge, teaching practices. |
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2021 |
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2021-08-25T20:18:42Z |
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2021-08-23 |
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Trabajo de grado - Maestría |
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Bart, R. S. (1990). Improving schools from within: Teachers, parents, and principals can make a difference. San Francisco: Jossey-Bass publishers. Burns, A. (1999). Collaborative Action Research for English Language Teachers. United Kingdom Cárdenas Beltran, M. L., Gónzalez Moncada, A. M., & Alvarez Valencia, J. (2010). In service English teachers’ professional development: Some conceptual considerations for Colombia. 31. doi:http://hdl.handle.net/10495/2912 Chaves, O., & Guapacha, M. E. (2014). An Eclectic Professional Development Proposal for English Language Teachers. Profile: Issues in Teachers’ Professional Development, 18(1), 71-96. doi:http://dx.doi.org/10.15446/profile.v18n1.49946 Cochran- Smith, M., & Lytle, S. L. (1999). Relationships of Knowledge and Practice: Teacher Learning in Communities. Review of Research in Education, 24, 249-305. doi:doi:10.2307/1167272 Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. APAPsycNet, 6th. Obtenido de https://psycnet.apa.org/record/2007-05446-000 Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies That Support Professional Development in an Era of Reform. Phi Delta Kappan, 92(6), 81-92. doi:doi.org/10.1177/003172171109200622 Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphans, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. ResearchGate, 3. Retrieved from https://www.researchgate.net/publication/237327162_Professional_Learning_in_the_Learnin g_Profession_A_Status_Report_on_Teacher_Development_in_the_United_States_and_Abroa d/citation/download Deni, A., & Malakolunthu, S. (2013). Teacher collaborative inquiry as a professional development intervention: Benefits and challenges. 14. doi:10.1007/s12564-013-9280-y Diaz-Maggioli , G. H. (2003). Professional development for language teachers. Eric Digest. Retrieved from https://www.academia.edu/1754875/Professional_Development_for_Language_Teachers Diaz-Maggioli, G. H. (2004). Teacher-Centered Professional Development. ASCD publications. Retrieved from http://www.ascd.org/publications/books/104021.aspx Ferrance, E. (2020). Action Research. Regional Educational Laboratory. Obtenido de https://www.brown.edu/academics/educationalliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf Freeman, D. (1989). Teacher training, development and decision-making. A model of teaching and related strategies for language teacher education. 23, 27-45. doi:https://doi.org/10.2307/3587506 Garet, M. (2001). What Makes Professional Developmente Effective? Results from a National Sample of Teachers. American Educational Research Journal, 38, 915-945. doi:10.3102/00028312038004915 Giraldo, F. (2014). The Impact of a Professional Development Program on English Language Teachers' Classroom Performance. Profile Issues in Teachers` Professional Development, 16(1), 63-76. doi: https://doi.org/10.15446/profile.v16n1.38150 Gonzalez Moncada, A., Montoya, A. C., & Sierra, O. N. (2009). What do EFL teachers Seek in Professional Development Programs? voices from teachers. Ikala, 7(1), 29-50. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/3208 Huang, X., Frenzel, A. C., & Lee, J. C.-K. (2020). Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career. Frontiers in psychology, 11, 1067. doi:doi: 10.3389/fpsyg.2020.01067. PMID Krovetz, M. L. (1993). Collegial Learning Communities: The road to school restructuring. The school community journal, 3(2), 71-84. Retrieved from https://www.adi.org/journal/fw93/KrovetzFall1993.pdf Kumaravadivelu, B. (2003). Beyond methods macrostrategies for language teaching. New Haven; yale university press. Ministerio de Educación Nacional. (2004). Programa Nacional de Bilinguismo. Recuperado el 2021, de http://www.mineducacion.gov.co/1621/article--122719.html122719.html http://www.mineducacion.gov.co/cvn/1665/article--110603.html 110603.html Ministerio de Educación Nacional. (Octubre - Diciembre de 2005). Bases Para Una Nación Bilingue y Competitiva. Recuperado el 25 de Octubre de 2018, de Al tablero: https://www.mineducacion.gov.co/1621/article-97498.html Ministerio de Educación Nacional. (26 de Mayo de 2015). Decreto 1075. Obtenido de https://www.mineducacion.gov.co/1759/w3-article-351080.html Ministerio de Educación Nacional. (2019). El Gobierno Nacional avanza con las acciones encaminadas a la formación y el fortalecimiento de competencias de los docentes de inglés. Gov.co. Retrieved from https://www.mineducacion.gov.co/1759/w3-article-387867.html?_noredirect=1 Novozhenina, A., & López Pinzón, M. M. (2018). Impact of a Professional Development Program on EFL Teachers' performance. HOW Journal, 25(2), pp. 113-128. doi:https://doi.org/10.19183/how.25.2.406 Quintero C, J., Zuluaga C, C., & López P, M. (2009). La investigación-acción mejora la planeación de clases en lengua extranjera. Íkala, 8(1), 39-56. Obtenido de https://revistas.udea.edu.co/index.php/ikala/article/view/3178 Richards, J. C., & Farrell, T. S. (2005). Professional Development for Language Teachers. doi:https://doi.org/10.1017/CBO9780511667237 Ritchie, J., Lewis, J., McNaughton, C. N., & Ormston, R. (2013). Qualitative research practice: A Guide for Social Science Sstudents and Researchers. Semanticscholar. Obtenido de https://www.semanticscholar.org/paper/Qualitative-Research-Practice%3A-A-Guide-forSocial-Ritchie-Lewis/5e7b1064cfa54afee47ad6fe65d07a407480ea88 Ryan, G. W., & Bernard, R. (2003). Techniques to Identify Themes. 15(1), 85–109. doi:https://doi.org/10.1177/1525822X02239569 Shah, M. (2012). The Importance and Benefits of Teacher Collegiality in Schools – A Literature Review. ScienceDirect, 46, 1242-1246. doi:https://doi.org/10.1016/j.sbspro.2012.05.282 Woodward, V. (1985). Collaborative Pedagogy: Researcher And Teacher Learning Together. Language Arts, 62(7), 770-776. Obtenido de http://www.jstor.org/stable/41405352 |
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Lopez-Pinzon, Margaritadf61d5f3de4a1f0eb4dfcda32210a107600Muñoz Hernández, Diana Rocíofc2c4e67d51eefe0c64a596b8c5ddff5Margarita María López PinzónCurrículo, Universidad y Empresa - CUE (Categoría A)2021-08-25T20:18:42Z2021-08-25T20:18:42Z2021-08-23https://repositorio.ucaldas.edu.co/handle/ucaldas/17046Universidad de CaldasRepositorio institucional Universidad de Caldashttps://repositorio.ucaldas.edu.co/eng: Abstract This research project reports the findings of a qualitative action research study on a professional development program (PDP) aimed at enhancing the teaching practices of seven in-service English language teachers who work at a public school in Pereira. At the initial stage, a reflective journal, an interview, and a survey allowed me to identify the teachers’ profile and professional needs. During the implementation phase, a journal and surveys were the instruments used to measure the impact of the PDP. Findings in this study suggest that the in-service teachers enhanced their teaching practices while discussing academic issues with colleagues, and making decisions for the school regarding the English Suggested Curriculum, methodology, and assessment. Furthermore, the teachers communicated more among them, engaged in new projects and initiatives to promote a more student-centered approach. This professional development program was a powerful tool for this group of in-service teachers. To conclude, this initiative enables staff members to propose cross-curricular projects, exchange ideas related to teaching practices, enrich the curriculum, design materials, and what is more relevant build collegiality. Keywords: Active learning, collegiality, professional development, professionalism, sharing knowledge, teaching practices.spa: Resumen Este proyecto de investigación informa los hallazgos de un estudio de investigación-acción cualitativa sobre un programa de desarrollo profesional (PDP) destinado a mejorar las prácticas de enseñanza de siete profesores de inglés en servicio que trabajan en una escuela pública en Pereira. En la etapa inicial, un diario reflexivo, una entrevista y una encuesta me permitieron identificar el perfil y las necesidades profesionales de los docentes. Durante la fase de implementación, un diario y encuestas fueron los instrumentos utilizados para medir el impacto del PDP. Los hallazgos de este estudio sugieren que los maestros en servicio mejoraron sus prácticas de enseñanza mientras discutían cuestiones académicas con sus colegas y tomaban decisiones para la escuela con respecto al plan de estudios sugerido en inglés, la metodología y la evaluación. Además, los profesores se comunicaron más entre ellos, se comprometieron en nuevos proyectos e iniciativas para promover un enfoque más centrado en el estudiante. Este programa de desarrollo profesional fue una herramienta poderosa para este grupo de maestros en servicio. Para concluir, esta iniciativa permite a los miembros del personal proponer proyectos transversales, intercambiar ideas relacionadas con las prácticas docentes, enriquecer el currículo, diseñar materiales y, lo que es más relevante, construir la colegialidad. Palabras clave: aprendizaje activo, colegialidad, desarrollo profesional, profesionalismo, compartir conocimientos, prácticas docentes.Introduction/ Chapter I. Research Problem / 1.1 Justification/ 1.2 Description of the Context and setting/1.3 Description of the Problem/ 1.4 Research Question and Objectives/ Chapter II. Literature Review / 2.1 Theoretical Framework / 2.1.1 Professional Development/2.1.2 Training courses and Professional Development/ 2.1.3 Benefits of Professional Development/ 2.1.4 The Role of the Teacher/ 2.1.5 Components of Professional Development/ 2.1.6 Professional Development for English Teachers in public schools in Colombia / 2.2.1 Sharing knowledge / 2.3.1 Benefits of Collegiality / Chapter III. Research Methodology/ 3.1 Type of study/ 3.2 Participants/ 3.3 Instruments/ Chapter IV. Research stages/ 4.1 Diagnostic Stage/ 4.2 Instructional Design / 4.3 Evaluation stage/ 4.4.1 Triangulation of the instruments of the action and evaluation stage/ Chapter V. Findings / Chapter VL. Conclusions./ Appendix 1: Researcher’s Journal used during diagnostic stage / Appendix 2: Needs Analysis Survey/ Appendix 3: Teachers’ Interview Transcript/ Appendix 4: Questionnaire used during Action Stage/ Appendix 5: Researcher’s Journal used during Action Stage / Appendix 6: Semi-structured Interview used during Action Stage/ Appendix 7 Workshops and Worksheets.MaestríaMagister en Didáctica del Inglés - ManizalesMetodologia para la Enseñanza del Inglésapplication/pdfengspaThe Design and Implementation of a Professional Development Program for in-service EFL TeachersTrabajo de grado - Maestríahttp://purl.org/coar/resource_type/c_bdccTextinfo:eu-repo/semantics/masterThesishttps://purl.org/redcol/resource_type/TMhttp://purl.org/coar/version/c_970fb48d4fbd8a85Facultad de Artes y HumanidadesManizalesMaestría en Didáctica del Inglés - ManizalesBart, R. S. (1990). Improving schools from within: Teachers, parents, and principals can make a difference. San Francisco: Jossey-Bass publishers.Burns, A. (1999). Collaborative Action Research for English Language Teachers. United KingdomCárdenas Beltran, M. L., Gónzalez Moncada, A. M., & Alvarez Valencia, J. (2010). In service English teachers’ professional development: Some conceptual considerations for Colombia. 31. doi:http://hdl.handle.net/10495/2912Chaves, O., & Guapacha, M. E. (2014). An Eclectic Professional Development Proposal for English Language Teachers. Profile: Issues in Teachers’ Professional Development, 18(1), 71-96. doi:http://dx.doi.org/10.15446/profile.v18n1.49946Cochran- Smith, M., & Lytle, S. L. (1999). Relationships of Knowledge and Practice: Teacher Learning in Communities. Review of Research in Education, 24, 249-305. doi:doi:10.2307/1167272Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. APAPsycNet, 6th. Obtenido de https://psycnet.apa.org/record/2007-05446-000Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies That Support Professional Development in an Era of Reform. Phi Delta Kappan, 92(6), 81-92. doi:doi.org/10.1177/003172171109200622Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphans, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. ResearchGate, 3. Retrieved from https://www.researchgate.net/publication/237327162_Professional_Learning_in_the_Learnin g_Profession_A_Status_Report_on_Teacher_Development_in_the_United_States_and_Abroa d/citation/downloadDeni, A., & Malakolunthu, S. (2013). Teacher collaborative inquiry as a professional development intervention: Benefits and challenges. 14. doi:10.1007/s12564-013-9280-yDiaz-Maggioli , G. H. (2003). Professional development for language teachers. Eric Digest. Retrieved from https://www.academia.edu/1754875/Professional_Development_for_Language_TeachersDiaz-Maggioli, G. H. (2004). Teacher-Centered Professional Development. ASCD publications. Retrieved from http://www.ascd.org/publications/books/104021.aspxFerrance, E. (2020). Action Research. Regional Educational Laboratory. Obtenido de https://www.brown.edu/academics/educationalliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdfFreeman, D. (1989). Teacher training, development and decision-making. A model of teaching and related strategies for language teacher education. 23, 27-45. doi:https://doi.org/10.2307/3587506Garet, M. (2001). What Makes Professional Developmente Effective? Results from a National Sample of Teachers. American Educational Research Journal, 38, 915-945. doi:10.3102/00028312038004915Giraldo, F. (2014). The Impact of a Professional Development Program on English Language Teachers' Classroom Performance. Profile Issues in Teachers` Professional Development, 16(1), 63-76. doi: https://doi.org/10.15446/profile.v16n1.38150Gonzalez Moncada, A., Montoya, A. C., & Sierra, O. N. (2009). What do EFL teachers Seek in Professional Development Programs? voices from teachers. Ikala, 7(1), 29-50. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/3208Huang, X., Frenzel, A. C., & Lee, J. C.-K. (2020). Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career. Frontiers in psychology, 11, 1067. doi:doi: 10.3389/fpsyg.2020.01067. PMIDKrovetz, M. L. (1993). Collegial Learning Communities: The road to school restructuring. The school community journal, 3(2), 71-84. Retrieved from https://www.adi.org/journal/fw93/KrovetzFall1993.pdfKumaravadivelu, B. (2003). Beyond methods macrostrategies for language teaching. New Haven; yale university press.Ministerio de Educación Nacional. (2004). Programa Nacional de Bilinguismo. Recuperado el 2021, de http://www.mineducacion.gov.co/1621/article--122719.html122719.html http://www.mineducacion.gov.co/cvn/1665/article--110603.html 110603.htmlMinisterio de Educación Nacional. (Octubre - Diciembre de 2005). Bases Para Una Nación Bilingue y Competitiva. Recuperado el 25 de Octubre de 2018, de Al tablero: https://www.mineducacion.gov.co/1621/article-97498.htmlMinisterio de Educación Nacional. (26 de Mayo de 2015). Decreto 1075. Obtenido de https://www.mineducacion.gov.co/1759/w3-article-351080.htmlMinisterio de Educación Nacional. (2019). El Gobierno Nacional avanza con las acciones encaminadas a la formación y el fortalecimiento de competencias de los docentes de inglés. Gov.co. Retrieved from https://www.mineducacion.gov.co/1759/w3-article-387867.html?_noredirect=1Novozhenina, A., & López Pinzón, M. M. (2018). Impact of a Professional Development Program on EFL Teachers' performance. HOW Journal, 25(2), pp. 113-128. doi:https://doi.org/10.19183/how.25.2.406Quintero C, J., Zuluaga C, C., & López P, M. (2009). La investigación-acción mejora la planeación de clases en lengua extranjera. Íkala, 8(1), 39-56. Obtenido de https://revistas.udea.edu.co/index.php/ikala/article/view/3178Richards, J. C., & Farrell, T. S. (2005). Professional Development for Language Teachers. doi:https://doi.org/10.1017/CBO9780511667237Ritchie, J., Lewis, J., McNaughton, C. N., & Ormston, R. (2013). Qualitative research practice: A Guide for Social Science Sstudents and Researchers. Semanticscholar. Obtenido de https://www.semanticscholar.org/paper/Qualitative-Research-Practice%3A-A-Guide-forSocial-Ritchie-Lewis/5e7b1064cfa54afee47ad6fe65d07a407480ea88Ryan, G. W., & Bernard, R. (2003). Techniques to Identify Themes. 15(1), 85–109. doi:https://doi.org/10.1177/1525822X02239569Shah, M. (2012). The Importance and Benefits of Teacher Collegiality in Schools – A Literature Review. ScienceDirect, 46, 1242-1246. doi:https://doi.org/10.1016/j.sbspro.2012.05.282Woodward, V. (1985). Collaborative Pedagogy: Researcher And Teacher Learning Together. Language Arts, 62(7), 770-776. 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