A Task-Based Teacher Development Program in a Rural Public School in Colombia

Autor/inn/en	Coronado-Rodríguez, Claudia Camila; Aguilar-Peña, Luisa Fernanda; Jaime-Osorio, María Fernanda
Titel	A Task-Based Teacher Development Program in a Rural Public School in Colombia
Quelle	In: HOW, 29 (2022) 1, S.64-83 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Coronado-Rodríguez, Claudia Camila) ORCID (Aguilar-Peña, Luisa Fernanda) ORCID (Jaime-Osorio, María Fernanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Rural Schools; Public Schools; Teaching Methods; Elementary School Teachers; Teacher Attitudes; Lesson Plans; Material Development; English (Second Language); Foreign Countries; Second Language Learning; Second Language Instruction; Pronunciation; Vocabulary Development; Faculty Development; Intervention; Language Teachers; Task Analysis; Colombia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lesson planning; Unterrichtsplanung; Lehrmaterialentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Aussprache; Wortschatzarbeit; Language teacher; Sprachunterricht; Aufgabenanalyse; Kolumbien
Abstract	This document reports on a research study carried out in a rural public school in Colombia. The aim of the study was to identify the impact of a task-based teacher development program on three primary school teachers' teaching practices. To this effect, we used a survey, classroom observations, and semi-structured interviews before and after the implementation of the development program. We identified that teachers' perceptions, beliefs, and realities in their teaching practice influenced their performance, inside and outside the classroom. The results also showed that participants improved their teaching practices regarding the processes of lesson planning and materials design. They also improved their English language performance regarding pronunciation and vocabulary use. (As Provided).
Anmerkungen	ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01