Mostrar el registro sencillo del ítem
The Design and Implementation of a Professional Development Program for in-service EFL Teachers
dc.contributor.advisor | Lopez-Pinzon, Margarita | |
dc.contributor.author | Muñoz Hernández, Diana Rocío | |
dc.date.accessioned | 2021-08-25T20:18:42Z | |
dc.date.available | 2021-08-25T20:18:42Z | |
dc.date.issued | 2021-08-23 | |
dc.identifier.uri | https://repositorio.ucaldas.edu.co/handle/ucaldas/17046 | |
dc.description.abstract | eng: Abstract This research project reports the findings of a qualitative action research study on a professional development program (PDP) aimed at enhancing the teaching practices of seven in-service English language teachers who work at a public school in Pereira. At the initial stage, a reflective journal, an interview, and a survey allowed me to identify the teachers’ profile and professional needs. During the implementation phase, a journal and surveys were the instruments used to measure the impact of the PDP. Findings in this study suggest that the in-service teachers enhanced their teaching practices while discussing academic issues with colleagues, and making decisions for the school regarding the English Suggested Curriculum, methodology, and assessment. Furthermore, the teachers communicated more among them, engaged in new projects and initiatives to promote a more student-centered approach. This professional development program was a powerful tool for this group of in-service teachers. To conclude, this initiative enables staff members to propose cross-curricular projects, exchange ideas related to teaching practices, enrich the curriculum, design materials, and what is more relevant build collegiality. Keywords: Active learning, collegiality, professional development, professionalism, sharing knowledge, teaching practices. | eng |
dc.description.abstract | spa: Resumen Este proyecto de investigación informa los hallazgos de un estudio de investigación-acción cualitativa sobre un programa de desarrollo profesional (PDP) destinado a mejorar las prácticas de enseñanza de siete profesores de inglés en servicio que trabajan en una escuela pública en Pereira. En la etapa inicial, un diario reflexivo, una entrevista y una encuesta me permitieron identificar el perfil y las necesidades profesionales de los docentes. Durante la fase de implementación, un diario y encuestas fueron los instrumentos utilizados para medir el impacto del PDP. Los hallazgos de este estudio sugieren que los maestros en servicio mejoraron sus prácticas de enseñanza mientras discutían cuestiones académicas con sus colegas y tomaban decisiones para la escuela con respecto al plan de estudios sugerido en inglés, la metodología y la evaluación. Además, los profesores se comunicaron más entre ellos, se comprometieron en nuevos proyectos e iniciativas para promover un enfoque más centrado en el estudiante. Este programa de desarrollo profesional fue una herramienta poderosa para este grupo de maestros en servicio. Para concluir, esta iniciativa permite a los miembros del personal proponer proyectos transversales, intercambiar ideas relacionadas con las prácticas docentes, enriquecer el currículo, diseñar materiales y, lo que es más relevante, construir la colegialidad. Palabras clave: aprendizaje activo, colegialidad, desarrollo profesional, profesionalismo, compartir conocimientos, prácticas docentes. | spa |
dc.description.tableofcontents | Introduction/ Chapter I. Research Problem / 1.1 Justification/ 1.2 Description of the Context and setting/1.3 Description of the Problem/ 1.4 Research Question and Objectives/ Chapter II. Literature Review / 2.1 Theoretical Framework / 2.1.1 Professional Development/2.1.2 Training courses and Professional Development/ 2.1.3 Benefits of Professional Development/ 2.1.4 The Role of the Teacher/ 2.1.5 Components of Professional Development/ 2.1.6 Professional Development for English Teachers in public schools in Colombia / 2.2.1 Sharing knowledge / 2.3.1 Benefits of Collegiality / Chapter III. Research Methodology/ 3.1 Type of study/ 3.2 Participants/ 3.3 Instruments/ Chapter IV. Research stages/ 4.1 Diagnostic Stage/ 4.2 Instructional Design / 4.3 Evaluation stage/ 4.4.1 Triangulation of the instruments of the action and evaluation stage/ Chapter V. Findings / Chapter VL. Conclusions./ Appendix 1: Researcher’s Journal used during diagnostic stage / Appendix 2: Needs Analysis Survey/ Appendix 3: Teachers’ Interview Transcript/ Appendix 4: Questionnaire used during Action Stage/ Appendix 5: Researcher’s Journal used during Action Stage / Appendix 6: Semi-structured Interview used during Action Stage/ Appendix 7 Workshops and Worksheets. | eng |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | eng | spa |
dc.language.iso | spa | spa |
dc.title | The Design and Implementation of a Professional Development Program for in-service EFL Teachers | eng |
dc.type | Trabajo de grado - Maestría | spa |
dc.contributor.educationalvalidator | Margarita María López Pinzón | |
dc.contributor.researchgroup | Currículo, Universidad y Empresa - CUE (Categoría A) | spa |
dc.description.degreelevel | Maestría | spa |
dc.identifier.instname | Universidad de Caldas | spa |
dc.identifier.reponame | Repositorio institucional Universidad de Caldas | spa |
dc.identifier.repourl | https://repositorio.ucaldas.edu.co/ | spa |
dc.publisher.faculty | Facultad de Artes y Humanidades | spa |
dc.publisher.place | Manizales | spa |
dc.relation.references | Bart, R. S. (1990). Improving schools from within: Teachers, parents, and principals can make a difference. San Francisco: Jossey-Bass publishers. | spa |
dc.relation.references | Burns, A. (1999). Collaborative Action Research for English Language Teachers. United Kingdom | spa |
dc.relation.references | Cárdenas Beltran, M. L., Gónzalez Moncada, A. M., & Alvarez Valencia, J. (2010). In service English teachers’ professional development: Some conceptual considerations for Colombia. 31. doi:http://hdl.handle.net/10495/2912 | spa |
dc.relation.references | Chaves, O., & Guapacha, M. E. (2014). An Eclectic Professional Development Proposal for English Language Teachers. Profile: Issues in Teachers’ Professional Development, 18(1), 71-96. doi:http://dx.doi.org/10.15446/profile.v18n1.49946 | spa |
dc.relation.references | Cochran- Smith, M., & Lytle, S. L. (1999). Relationships of Knowledge and Practice: Teacher Learning in Communities. Review of Research in Education, 24, 249-305. doi:doi:10.2307/1167272 | spa |
dc.relation.references | Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. APAPsycNet, 6th. Obtenido de https://psycnet.apa.org/record/2007-05446-000 | spa |
dc.relation.references | Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies That Support Professional Development in an Era of Reform. Phi Delta Kappan, 92(6), 81-92. doi:doi.org/10.1177/003172171109200622 | spa |
dc.relation.references | Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphans, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. ResearchGate, 3. Retrieved from https://www.researchgate.net/publication/237327162_Professional_Learning_in_the_Learnin g_Profession_A_Status_Report_on_Teacher_Development_in_the_United_States_and_Abroa d/citation/download | spa |
dc.relation.references | Deni, A., & Malakolunthu, S. (2013). Teacher collaborative inquiry as a professional development intervention: Benefits and challenges. 14. doi:10.1007/s12564-013-9280-y | spa |
dc.relation.references | Diaz-Maggioli , G. H. (2003). Professional development for language teachers. Eric Digest. Retrieved from https://www.academia.edu/1754875/Professional_Development_for_Language_Teachers | spa |
dc.relation.references | Diaz-Maggioli, G. H. (2004). Teacher-Centered Professional Development. ASCD publications. Retrieved from http://www.ascd.org/publications/books/104021.aspx | spa |
dc.relation.references | Ferrance, E. (2020). Action Research. Regional Educational Laboratory. Obtenido de https://www.brown.edu/academics/educationalliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf | spa |
dc.relation.references | Freeman, D. (1989). Teacher training, development and decision-making. A model of teaching and related strategies for language teacher education. 23, 27-45. doi:https://doi.org/10.2307/3587506 | spa |
dc.relation.references | Garet, M. (2001). What Makes Professional Developmente Effective? Results from a National Sample of Teachers. American Educational Research Journal, 38, 915-945. doi:10.3102/00028312038004915 | spa |
dc.relation.references | Giraldo, F. (2014). The Impact of a Professional Development Program on English Language Teachers' Classroom Performance. Profile Issues in Teachers` Professional Development, 16(1), 63-76. doi: https://doi.org/10.15446/profile.v16n1.38150 | spa |
dc.relation.references | Gonzalez Moncada, A., Montoya, A. C., & Sierra, O. N. (2009). What do EFL teachers Seek in Professional Development Programs? voices from teachers. Ikala, 7(1), 29-50. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/3208 | spa |
dc.relation.references | Huang, X., Frenzel, A. C., & Lee, J. C.-K. (2020). Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career. Frontiers in psychology, 11, 1067. doi:doi: 10.3389/fpsyg.2020.01067. PMID | spa |
dc.relation.references | Krovetz, M. L. (1993). Collegial Learning Communities: The road to school restructuring. The school community journal, 3(2), 71-84. Retrieved from https://www.adi.org/journal/fw93/KrovetzFall1993.pdf | spa |
dc.relation.references | Kumaravadivelu, B. (2003). Beyond methods macrostrategies for language teaching. New Haven; yale university press. | spa |
dc.relation.references | Ministerio de Educación Nacional. (2004). Programa Nacional de Bilinguismo. Recuperado el 2021, de http://www.mineducacion.gov.co/1621/article--122719.html122719.html http://www.mineducacion.gov.co/cvn/1665/article--110603.html 110603.html | spa |
dc.relation.references | Ministerio de Educación Nacional. (Octubre - Diciembre de 2005). Bases Para Una Nación Bilingue y Competitiva. Recuperado el 25 de Octubre de 2018, de Al tablero: https://www.mineducacion.gov.co/1621/article-97498.html | spa |
dc.relation.references | Ministerio de Educación Nacional. (26 de Mayo de 2015). Decreto 1075. Obtenido de https://www.mineducacion.gov.co/1759/w3-article-351080.html | spa |
dc.relation.references | Ministerio de Educación Nacional. (2019). El Gobierno Nacional avanza con las acciones encaminadas a la formación y el fortalecimiento de competencias de los docentes de inglés. Gov.co. Retrieved from https://www.mineducacion.gov.co/1759/w3-article-387867.html?_noredirect=1 | spa |
dc.relation.references | Novozhenina, A., & López Pinzón, M. M. (2018). Impact of a Professional Development Program on EFL Teachers' performance. HOW Journal, 25(2), pp. 113-128. doi:https://doi.org/10.19183/how.25.2.406 | spa |
dc.relation.references | Quintero C, J., Zuluaga C, C., & López P, M. (2009). La investigación-acción mejora la planeación de clases en lengua extranjera. Íkala, 8(1), 39-56. Obtenido de https://revistas.udea.edu.co/index.php/ikala/article/view/3178 | spa |
dc.relation.references | Richards, J. C., & Farrell, T. S. (2005). Professional Development for Language Teachers. doi:https://doi.org/10.1017/CBO9780511667237 | spa |
dc.relation.references | Ritchie, J., Lewis, J., McNaughton, C. N., & Ormston, R. (2013). Qualitative research practice: A Guide for Social Science Sstudents and Researchers. Semanticscholar. Obtenido de https://www.semanticscholar.org/paper/Qualitative-Research-Practice%3A-A-Guide-forSocial-Ritchie-Lewis/5e7b1064cfa54afee47ad6fe65d07a407480ea88 | spa |
dc.relation.references | Ryan, G. W., & Bernard, R. (2003). Techniques to Identify Themes. 15(1), 85–109. doi:https://doi.org/10.1177/1525822X02239569 | spa |
dc.relation.references | Shah, M. (2012). The Importance and Benefits of Teacher Collegiality in Schools – A Literature Review. ScienceDirect, 46, 1242-1246. doi:https://doi.org/10.1016/j.sbspro.2012.05.282 | spa |
dc.relation.references | Woodward, V. (1985). Collaborative Pedagogy: Researcher And Teacher Learning Together. Language Arts, 62(7), 770-776. Obtenido de http://www.jstor.org/stable/41405352 | spa |
dc.rights.accessrights | info:eu-repo/semantics/closedAccess | spa |
dc.subject.lemb | Educación | |
dc.subject.lemb | Pedagogía | |
dc.subject.proposal | Active learning | eng |
dc.subject.proposal | Collegiality | eng |
dc.subject.proposal | Professional development | eng |
dc.subject.proposal | Sharing knowledge | eng |
dc.subject.proposal | Teaching practices | eng |
dc.type.coar | http://purl.org/coar/resource_type/c_bdcc | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/masterThesis | spa |
dc.type.redcol | https://purl.org/redcol/resource_type/TM | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |
oaire.version | http://purl.org/coar/version/c_ab4af688f83e57aa | spa |
oaire.accessrights | http://purl.org/coar/access_right/c_14cb | spa |
dc.description.degreename | Magister en Didáctica del Inglés - Manizales | spa |
dc.publisher.program | Maestría en Didáctica del Inglés - Manizales | spa |
dc.description.researchgroup | Metodologia para la Enseñanza del Inglés | spa |