Evaluating Teachers' Practices beyond Content and Procedural Knowledge in a Colombian Context

Autor/inn/en	Niebles-Thevening, Indira; Bailey, Angela; Rosado, Nayibe
Titel	Evaluating Teachers' Practices beyond Content and Procedural Knowledge in a Colombian Context
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 24 (2022) 2, S.99-115 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Niebles-Thevening, Indira) ORCID (Bailey, Angela) ORCID (Rosado, Nayibe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Case Studies; Teacher Evaluation; Faculty Development; Teacher Attitudes; Educational Practices; Diaries; Teacher Surveys; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Teacher Characteristics; Scoring Rubrics; Knowledge Base for Teaching; Student Evaluation of Teacher Performance; Colombia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten; Bildungspraxis; Diary; Tagebuch; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Scoring formulas; Auswertungsbogen; Teaching theory; Theory of teaching; Unterrichtstheorie; Kolumbien
Abstract	This article reports on a qualitative case study that explored the use of Kumaravadivelu's "Knowing, Analyzing, Recognizing, Doing, Seeing" model as a teacher evaluation tool to identify critical and reflective aspects of teachers' practices for their professional development. The participants were nine English language teachers and their students at a Colombian university. Teacher survey responses, journals, observations, and students' perceptions were collected and thematically categorized and analyzed under the model. Results suggest that teachers have strong procedural knowledge and self-perceptions but struggle with recognizing unique opportunities for critical approaches to their practice, indicating that the model provides more efficient ways of analyzing teachers and focusing on more specific contextual areas in the teachers' professional development. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01