A Holistic Proposal for English Elementary School Teachers’ Professional Development

  • Isabel Cristina Cadavid Múnera Universidad de Antioquia
  • Diana Isabel Quinchía Ortiz Universidad de Antioquia
  • Claudia Patricia Díaz Mosquera
Keywords: foreign language teacher education, professional development, teaching children, knowledge building community, reflective process, conditions for learning, transfer-ability

Abstract

This article presents the findings of an action research project carried out by a group of teachers and students from the Universidad de Antioquia. The action research project aimed to determine the impact of a professional development proposal for elementary school English teachers. In the first section, the article describes the project, including its objectives, the methodology used, and the theoretical framework that supports the proposal. In the second part, the findings obtained in the study are discussed in light of the objectives stated. Findings reveal that  participant teachers improved both their use of the foreign language and their pedagogical practices as a result of having the opportunity to take risks and reflect as learners and teachers about holistic strategies for teaching and learning English as a foreign language. This work contributes to the construction of local knowledge in which university teachers as well as elementary school teachers work together to promote the construction of an academic community that encourages educational changes through professional development processes such as the one described in this article.

 

Received: 29-08-08/ Accepted: 11-12-08

How to reference this article:

 

Cadavid Munera, I. C.; Quinchia Ortiz, D. I. & Diaz Mosquera, C. P. (2009). Una propuesta holística de desarrollo profesional para maestros de inglés de la básica primaria. Íkala. 14(1), pp.135-158. 


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Author Biographies

Isabel Cristina Cadavid Múnera, Universidad de Antioquia
Isabel Cristina Cadavid Múnera es magíster en Enseñanza de Inglés como Lengua Extranjera, West Virginia University; docente de la Escuela de Idiomas, y miembro del Grupo de Investigación Pedagogía y Didáctica de las Lenguas Extranjeras, de la Escuela de Idiomas, de la Universidad de Antioquia.
Diana Isabel Quinchía Ortiz, Universidad de Antioquia
Diana Isabel Quinchía Ortiz es magíster en Didáctica del Inglés, Universidad de Caldas; docente de la Escuela de Idiomas, y miembro de los Grupos de Investigación Enseñanza y Aprendizaje de Lenguas Extranjeras (EALE) y Pedagogía y Didáctica de las Lenguas Extranjeras, de la Escuela de Idiomas de la Universidad de Antioquia.
Claudia Patricia Díaz, Mosquera
Claudia Patricia Díaz Mosquera es magíster en TESOL, Fresno Pacific University; docente de la Escuela de Idiomas, y miembro del Grupo de Investigación Pedagogía y Didáctica de las Lenguas Extranjeras, de la Escuela de Idiomas, de la Universidad de Antioquia.
Published
2009-10-30
How to Cite
Cadavid Múnera, I. C., Quinchía Ortiz, D. I., & Díaz, C. P. (2009). A Holistic Proposal for English Elementary School Teachers’ Professional Development. Íkala, 14(1), 135-158. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/2668
Section
Empirical Studies