Who is Educating EFL Teachers: a Qualitative Study of in-service in Colombia ; *Quién está educando EFL maestros: un estudio cualitativo de en servicio en Colombia ; *Who is Educating EFL Teachers: a Qualitative Study of in-service in Colombia.

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Autor/Urheber	González, Adriana
Institution	Universidad de Antioquia
Titel	Who is Educating EFL Teachers: a Qualitative Study of in-service in Colombia ; Quién está educando EFL maestros: un estudio cualitativo de en servicio en Colombia ; Who is Educating EFL Teachers: a Qualitative Study of in-service in Colombia.
Quelle	In: Arias, Clara, 1994, "Teacher Development: Meeting the Challenge of Changing Worlds", Keynote speech at the 29th ASOCOPI Congress, Medellín, Colombia.; Debus, Mary, 1988, "The Handbook for Excellence in Focus Group Research Academy for Educational Development", HEALTHCOM or the Communication and Marketing for Child Survival Project, U.S. Agency for International Development.; Ducharme, Edward, 1986, "Teacher Educators: What do We Know?", ERIC Clearinghouse on Teacher Education Washington DC., ERIC Identifier: ED279642.; Freeman, Donald, 1998, Doing Teacher Research: from Inquiry to Understanding, Newbury House.; Freeman, Donald and Jack.C., Richards, (eds.), 1996, Teacher Learning in Language Teaching, Cambridge University Press.; Freeman, Donald, 1996, "Renaming Experience/Reconstructing Practice. Developing New Understanding of Teaching", in: Freeman, Donald and Jack.C., Richards, (eds.), 1996, Teacher Learning in Language Teaching, Cambridge University Press.; Gibbs, Anita, 1997, "Focus Groups", Social Research Update, 19, University of Surrey, http://www.soc.surrey.ac.uk/sru/SRU19.html; González, Adriana and Quinchía, Diana, 2003, "Tomorrow's EFL Teacher Educators", Colombian Journal of Applied Linguistics. (In press) González, Adriana, Claudia Montoya, Nelly Sierra , 2002, "What do EFL Teachers Seek in Professional Development Programs? Voices from Teachers", http:// quimbaya.udea.edu.co/~ikala/vol7_2.html; ______________, 2001, "EFL Teachers Look at Themselves: Could They Grow Together?", HOW Journal of the Colombian Association of English Teachers, Special issue, 9, 27-33.; Johnson, Karen, 2002, "Second Language Teacher Education", TESOL Matters, 12, http://www.tesol.org/pubs/articles/2002/tm12-2-02.html; ______________, (ed.), 2000, "Teacher Education. Case Studies", in: TESOL Practice Series. Teachers of English to Speakers of Other Languages.; Kvale, S., 1996, InterViews: An Introduction to Qualitative Research Interviewing, London, Sage.; Kumaravadivelu, B., 1994, "The Postmethod Condition: (E)merging Strategies for Second/foreign Language Teaching", TESOL Quarterly, 28 (1), 27-48. Maslow, Abraham, 1970, Motivation and Personality, 2nd ed., Harper & Row. McNamara, Carter, 1999, "Basics of Conducting Focus Groups", http:// www.mapnp.org/library/evaluatn/focusgrp.htm Morgan; D.L., 1988, Focus Groups as Qualitative Research, Newbury Park. Cal., Sage Publications.; Norwood, George, 1996, "Maslow's Hierarchy of Needs", http://www.connect.net/ georgen/maslow.htm; National Center for Education Statistics, 1998, Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers. United States Department of Education, http://nces.ed.gov/surveys/frss/publications/1999080/ index.asp Richards, Jack, 1998, Beyond Training, New York, Cambridge University Press.; ______________, 1990, "The Dilemma of Teacher Education in Second Language Teaching", in: Richards, Jack and Nunan, David, Second Language Teacher Education, Cambridge University Press.; Woodward, Tessa, 1991, Models and Metaphors in Language Teacher Training, Loop Input and Other Strategies, Cambridge University Press.; Íkala; Vol. 8, Núm. 1; 153-172 ; 2145-566X ; 0123-3432(2009) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	educación a profesores; desarrollo profesional; educación continua; conferencias; capacitación docente; : teacher education; professional development; in-service training; conferences; continuing education; formation des professeurs; développement professionnel; formation continue; conférences
Abstract	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.Recibido: 25-08-03 / Aceptado: 29-09-03Cómo referenciar este articulo:González, A. (2003). Who is Educating EFL Teachers: a Qualitative Study of in-service in Colombia. Íkala. 8(1), pp. 153 – 172 ; 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.Reçu: 25-08-03 / Accepté: 29-09-03Comment citer cet article:González, A. (2003). Who is Educating EFL Teachers: a Qualitative Study of in-service in Colombia. Íkala. 8(1), pp. 153 – 172 ; 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.Received: 25-08-03 / Accepted: 29-09-03How to reference this article:González, A. (2003). Who is Educating EFL Teachers: a Qualitative Study of in-service in Colombia. Íkala. 8(1), pp. 153 – 172
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