Shaping Better Futures: Inside-Out Colombian English Language Teachers' Gaps and Practices

Autor/inn/en	Díaz, Ingrit Juliana; Salinas, Catalina Ipia; Medina, Liliana Cuesta
Titel	Shaping Better Futures: Inside-Out Colombian English Language Teachers' Gaps and Practices
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 25 (2023) 2, S.65-79 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Díaz, Ingrit Juliana) ORCID (Salinas, Catalina Ipia) ORCID (Medina, Liliana Cuesta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Classroom Techniques; Foreign Countries; Faculty Development; Preservice Teacher Education; Teacher Education Programs; Grounded Theory; Pedagogical Content Knowledge; Teaching Methods; Educational Change; Mentors; Language Proficiency; Teacher Effectiveness; Information Technology; Technology Integration; Theory Practice Relationship; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Klassenführung; Ausland; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Language skill; Language skills; Sprachkompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Informationstechnologie; Theorie-Praxis-Beziehung; Kolumbien
Abstract	This exploratory qualitative study reports gaps in the preservice teacher education and professional development of 15 English language teachers in a Colombian public university regarding their teaching knowledge and practice. Grounded theory was used to examine the data collected via focus groups and questionnaires, which were validated and triangulated. Findings reveal several teacher deficiencies, classified into three axes: language proficiency, teaching awareness, and teacher challenges. These tensions unveil imbalances between theory and practice, inefficient mentoring during the practicum stage, lack of classroom management skills for efficient teaching, and the need to revitalize and endorse information and communications technology education and use in the new classroom era. The article also offers a discussion on reconceptualizing teacher education. (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