The Professional Development of English Language Teachers in Colombia: A Review of the Literature

El Desarrollo Profesional de Docentes de Inglés en Colombia: Una Revisión de la Literatura

  • Ximena Paola Buendia Universidad de Sucre
  • Diego Fernando Macías Universidad Surcolombiana
Keywords: Colombia, Education, English teachers, professional development (en_US)
Keywords: Colombia, Educación, profesores de inglés, desarrollo profesional (es_ES)

Abstract (en_US)

This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.

Abstract (es_ES)

Este artículo ofrece una revisión de 25 estudios empíricos para identificar las áreas y los hallazgos de las iniciativas de desarrollo profesional para profesores de inglés en ejercicio en Colombia. Los estudios revisados sugieren queel desarrollo profesional del profesor de idiomas se ha centrado en seis áreas principales: suficiencia o dominio del idioma, habilidades de investigación y práctica reflexiva, creencias e identidades de los profesores, un enfoque integrado de desarrollo profesional docente, habilidades pedagógicas y enfoques de enseñanza, y tecnologías emergentes. La discusión de los hallazgos revela que existe la necesidad de pasar de los modelos tradicionales de desarrollo profesional orientados hacia el contenido y centrados en el docente, hacia iniciativas que permitan a los docentes analizar críticamente su contexto y necesidades particulares, y diseñar sus propias alternativas locales para que pueden convertirse en agentes más activos de su propio proceso de cambio. Se discuten temas que constituyen posibles alternativas para futuras investigaciones en el desarrollo profesional de profesores de inglés.

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Author Biographies

Ximena Paola Buendia, Universidad de Sucre

MA in English Language Teaching and an Assistant professor in the Foreign Language Teacher Education Program at Universidad de Sucre

Diego Fernando Macías, Universidad Surcolombiana

PhD in Second Language Acquisition and Teaching and
Associate professor in the English Teacher Education Program at Universidad Surcolombiana

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How to Cite
Buendia, X. P., & Macías, D. F. (2019). The Professional Development of English Language Teachers in Colombia: A Review of the Literature. Colombian Applied Linguistics Journal, 1(21), 89-102. https://doi.org/10.14483/22487085.12966
Published: 2019-04-23
Section
Research Articles