Who is Educating EFL Teachers : a Qualitative Study of in-service in Colombia
ABSTRACT: This paper reports the findings of a qualitative study designed to explore the professional needs of EFL teachers. Data collection techniques included focus groups, a questionnaire, and in-depth interviews. The results suggest that many EFL teachers may not experience the benefits of the p...
- Autores:
-
González Moncada, Adriana María
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2003
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/15025
- Acceso en línea:
- http://hdl.handle.net/10495/15025
- Palabra clave:
- English teachers
Career development
Lifelong education
Teacher education
Desarrollo de la carrera
Educación permanente
Formación de docentes
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http://vocabularies.unesco.org/thesaurus/concept677
http://id.loc.gov/authorities/subjects/sh88001224
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-sa/4.0/
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Who is Educating EFL Teachers : a Qualitative Study of in-service in Colombia |
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Who is Educating EFL Teachers : a Qualitative Study of in-service in Colombia |
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Who is Educating EFL Teachers : a Qualitative Study of in-service in Colombia English teachers Career development Lifelong education Teacher education Desarrollo de la carrera Educación permanente Formación de docentes http://vocabularies.unesco.org/thesaurus/concept9331 http://vocabularies.unesco.org/thesaurus/concept1488 http://vocabularies.unesco.org/thesaurus/concept677 http://id.loc.gov/authorities/subjects/sh88001224 |
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Who is Educating EFL Teachers : a Qualitative Study of in-service in Colombia |
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Who is Educating EFL Teachers : a Qualitative Study of in-service in Colombia |
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Who is Educating EFL Teachers : a Qualitative Study of in-service in Colombia |
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Who is Educating EFL Teachers : a Qualitative Study of in-service in Colombia |
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Who is Educating EFL Teachers : a Qualitative Study of in-service in Colombia |
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González Moncada, Adriana María |
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González Moncada, Adriana María |
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English teachers |
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English teachers Career development Lifelong education Teacher education Desarrollo de la carrera Educación permanente Formación de docentes http://vocabularies.unesco.org/thesaurus/concept9331 http://vocabularies.unesco.org/thesaurus/concept1488 http://vocabularies.unesco.org/thesaurus/concept677 http://id.loc.gov/authorities/subjects/sh88001224 |
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Career development Lifelong education Teacher education Desarrollo de la carrera Educación permanente Formación de docentes |
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http://vocabularies.unesco.org/thesaurus/concept9331 http://vocabularies.unesco.org/thesaurus/concept1488 http://vocabularies.unesco.org/thesaurus/concept677 http://id.loc.gov/authorities/subjects/sh88001224 |
| description |
ABSTRACT: This paper reports the findings of a qualitative study designed to explore the professional needs of EFL teachers. Data collection techniques included focus groups, a questionnaire, and in-depth interviews. The results suggest that many EFL teachers may not experience the benefits of the professional options provided by institutions of higher education; less formal and structured training opportunities, such as professional conferences and publishers’ sessions, are considered by many of them as the real agents of their education. The implications of these beliefs for the professionalization of the teachers are discussed. |
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2003 |
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2003 |
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2020-06-16T20:42:40Z |
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2020-06-16T20:42:40Z |
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Artículo de investigación |
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eng |
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Íkala |
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172 |
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Ikala, Revista de Lenguaje y Cultura |
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Medellín, Colombia |
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González Moncada, Adriana María2020-06-16T20:42:40Z2020-06-16T20:42:40Z20030123-3432http://hdl.handle.net/10495/150252145-566XABSTRACT: This paper reports the findings of a qualitative study designed to explore the professional needs of EFL teachers. Data collection techniques included focus groups, a questionnaire, and in-depth interviews. The results suggest that many EFL teachers may not experience the benefits of the professional options provided by institutions of higher education; less formal and structured training opportunities, such as professional conferences and publishers’ sessions, are considered by many of them as the real agents of their education. The implications of these beliefs for the professionalization of the teachers are discussed.RESUMEN: Este artículo reporta los resultados de un estudio cualitativo diseñado para explorar las necesidades de capacitación de los profesores de inglés como lengua extranjera. Las técnicas empleadas en la recolección de los datos incluyen grupos focales, un cuestionario y entrevistas a profundidad. Los resultados sugieren que muchos de estos docentes no pueden beneficiarse de las opciones profesionales propuestas por las instituciones de educación superior y que oportunidades de capacitación menos formales y estructuradas como los congresos del área y las charlas de las casas editoriales son vistas por muchos de ellos como los agentes reales a cargo de su educación. Se discuten las implicaciones de estas creencias para la profesionalización de los docentes.RÉSUMÉ: Cet article rend compte des découvertes d’une étude éducative destinée à évaluer les besoins des professeurs d’Anglais Langue Etrangère. Les techniques de collecte des données employées sont composées : de l’observation de groupes cibles, de l’analyse d’un questionnaire et d’entretiens détaillés. Les résultats montrèrent que de nombreux professeurs ne peuvent bénéficier des options professionnelles proposées par les institutions d’éducation supérieure. Les opportunités de formations moins formelles et structurées, comme les congrès professionnels et les présentations des maisons d’édition, sont vues par beaucoup d’enseignants d’Anglais Langue Etrangère comme les réels agents de leur formation. Les implications de ces croyances pour la professionnalisation des enseignants sont ici discutées.19application/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 developmentLifelong educationTeacher educationDesarrollo de la carreraEducación permanenteFormación de docenteshttp://vocabularies.unesco.org/thesaurus/concept9331http://vocabularies.unesco.org/thesaurus/concept1488http://vocabularies.unesco.org/thesaurus/concept677http://id.loc.gov/authorities/subjects/sh88001224Who is Educating EFL Teachers : a Qualitative Study of in-service in ColombiaArtículo de investigaciónhttp://purl.org/coar/resource_type/c_2df8fbb1https://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionÍkala172141538Ikala, Revista de Lenguaje y CulturaPublicationORIGINALGonzalezAdriana_2003_EducatingTeachersQualitative.pdfGonzalezAdriana_2003_EducatingTeachersQualitative.pdfArtículo de investigaciónapplication/pdf246096https://bibliotecadigital.udea.edu.co/bitstreams/801af486-0498-4e72-b838-ae1b89f53345/download2b7107620bf3abbaba6ba38119db3b9aMD51trueAnonymousREADCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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