The "Ateneo" as an Effective Model of Continuing Professional Development: Findings from Southern Argentina

Autor/inn/en	Banegas, Darío Luis; Glatigny, Rosana
Titel	The "Ateneo" as an Effective Model of Continuing Professional Development: Findings from Southern Argentina
Quelle	In: Pedagogies: An International Journal, 16 (2021) 4, S.363-377 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banegas, Darío Luis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2021.1897012
Schlagwörter	Faculty Development; Lesson Plans; Professional Continuing Education; Foreign Countries; Teaching Skills; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Group Discussion; Teacher Attitudes; Assignments; Teacher Collaboration; Pedagogical Content Knowledge; Teacher Improvement; Reflective Teaching; Classroom Techniques; Time Management; Teacher Qualifications; Argentina + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Berufsfeldbezogener Unterricht; Weiterbildung; Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Gruppendiskussion; Lehrerverhalten; Assignment; Auftrag; Zuweisung; Lehrerkooperation; Pädagogische Kompetenz; Klassenführung; Zeitmanagement; Lehrqualifikation; Argentinien
Abstract	Despite a sustainable research interest in different forms of teachers' professional development, scant international attention has been paid to forms of professional development which are implemented in South America. Based on a qualitative research design, this study explores the impact of the "ateneo" as an innovative model of continuing professional development. An "ateneo" is a model which supports teacher reflection and change in teaching practices by concentrating on context-responsive practical issues such as lesson planning and delivery. The study was carried out with 22 teachers of English as a foreign language in southern Argentina. Data were gathered through the teachers' lesson plans, whole group discussions, and the teachers' final assignments to receive credits for completion of the "ateneo." Drawing on thematic analysis, the participants envisaged the "ateneo" as a practice-oriented, dynamic, interaction-based, and personal as well as collective space for developing teaching skills and professional knowledge. In particular, findings show that the participants exhibited an improvement in lesson contextualization, sequencing and transitioning, maximization of resources, class time management, and reflective teaching. The study argues that the "ateneo" became successful given the shared teacher identity among the participants and the course tutors, and the explicit focus on the teachers' daily practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01