Knowledge base and EFL teacher education programs: a Colombian perspective

  • Yamith José Fandiño Parra Universidad de La Salle
Keywords: Teacher education, second language instruction, educational sciences, educational models, teacher educators


In the 21st century, Colombian pre-service EFL Teacher Education Programs (TEPs) should study what constitutes the core knowledge base for language teachers to be effective in their profession. These programs must refrain from simply conceptualizing knowledge base as the acquisition of the basic skills required for teaching, the competency of educators in their subject matter area, and the use of pedagogical skills. Instead, they should strive to reflect on what Colombian language teachers need to know about teaching and learning, and study how their knowledge, beliefs, and attitudes inform their practices. A starting point to do so is to interpret the variety of proposals that have been generated through the years in the field. This paperoffers a review of what teacher knowledge base is, presents an overview of how Colombian EFL TEPs are working on teacher knowledge,and suggests some strategies to envision a more complete framework of reference for teacher formation in Colombia.

Received: 2012-08-13/ Reviewed: 2012-10-31/Accepted: 2012-11-06/Published: 2013/01-01

 How to reference this article:

Fandiño, Y. (2013). Knowledge base and EFL teacher education programs: a Colombian perspective. Íkala, revista de lenguaje y cultura, 18(1), 83-95.

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Author Biography

Yamith José Fandiño Parra, Universidad de La Salle

Yamith Fandiño holds an MA in Education from La Salle University and a BA in Philology and languages from National University of Colombia. He has worked in English institutes, as well as in universities. He currently works as a full-time professor at La Salle University in Bogotá, Colombia.


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How to Cite
Fandiño Parra, Y. J. (2013). Knowledge base and EFL teacher education programs: a Colombian perspective. Íkala, 18(1), 83-95. Retrieved from
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