Professional Development of EFL Teachers in Colombia: Between Colonial and Local Practices
Professional Development of EFL Teachers in Colombia: Between Colonial and Local Practices
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哥伦比亚英语教师的专业发展：殖民地与当地实践之间
DOI：
10.17533/udea.ikala.2722
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
Adriana González Moncada
中科院分区：
文献类型：
--
作者：
Adriana González Moncada
英语教师的专业发展是教师、教师教育工作者和政策制定者在实现更好的教育标准方面面临的挑战。关于这一领域的文献综述表明，哥伦比亚教师需要新的专业成长模式。在“哥伦比亚比林厄”的框架内，教育部提出了一种专业发展模式，旨在培养数量可观的教师。本文结合国内外有关教师教育的文献，对该项目进行了评析。结论表明，需要采取更多的方法后方法，承认当地产生的知识，并与政策制定者和国家学者合作，制定更符合我们实际的教师发展计划。
The professional development of EFL teachers represents a challenge for teachers, teacher educators and policy makers in the accomplishment of better standards in education. Literature reviews on the area reveal the need for new models of professional growth for Colombian teachers. Within the framework of “Colombia Bilingüe”, the Ministry of Education proposes a professional development model that aims to reach a signifi cant number of teachers. This paper presents a critical review of this program in the light of national and international literature on teacher education. Conclusions suggest the need for more post-method approaches, for locally produced knowledge to be recognized, and for the collaborative work of policy makers and national scholars to generate teacher development programs more adequate to our reality.