The Professional Development of Foreign Language Teacher Educators: Another Challenge for Professional Communities
Keywords:Professional development, networking, teacher research, growth, foreign language teacher education
The professional development of Colombian foreign language teacher educators faces many challenges that require individual and institutional actions as well as the participation of a community of teacher educators. This paper reports the findings of a qualitative study in which eighteen Colombian teacher educators describe their professional alternatives to achieve higher standards in their jobs. Data collection includes focus groups, in-depth interviews, a questionnaire, and e-mail correspondence. The analysis showed that teaching advanced courses, doing research, attending and presenting in international conferences, being involved in reflective practice, developing autonomous agendas, and networking represent the best means to accomplish their professional growth.
Received: 30-04-05 / Accepted: 11-08-05
How to reference this article:
González Moncada, A. (2005). The Professional Development of Foreign Language Teacher Educators: Another Challenge for Professional Communities. Íkala. 10(1), pp. 11 – 39.
Altrichter, H., Posch, P, and B. Somekh, 1993, Teachers Investigate their Work: An Introduction to the Methods of Action Research. London: Routledge.
Barret, H., 2003, Researching the Process and Outcome of Electronic Portfolio Development in a Teacher Education Program. Association for the Advancement for Computing in Education. [electronic document]. [Consult: 16 jul 2005].
Bean, T. W., 1989, using dialogue journals to foster reflective practice with preservice, content-area teachers. Teacher Education Quarterly, 16(1).
Berry, R., 1999, Collecting data by in-depth interviewing. Paper presented at the British Educational Research Association Annual Conference, University of Sussex at Brighton, September 2-5 1999. [electronic document] [Consult: 28 may 2005].
Bonilla, S., M. Luna, and M. Marine. (eds), 1993, Action Research Guide. COFE Series Colombian Framework for English.
Calhoun, E., 1993, action Research: Three Approaches. [electronic document] Educational Leadership, 51, (2) [Consult: 28 may 2005].
Cohen, L. and K. Manion, 2000, action research. (5th ed.), L. Cohen, L. Manion, and K. Morrison. In: Research methods in education, London: Routledge-Falmer.
Debus, M., 1988, Manual para la Excelencia en la Investigación mediante Grupos Focales. Wahington D.C. Academy for Educational Development.
Dendinger, M., 2000, How to organize a focus group. Meetings and Conventions. [electronic document] [Consult: 29 oct 2002].
Diaz- Maggioli, G., 2003, Professional Development for Language Teachers. ERIC DIGEST EDO-FL-03- 03 [electronic document]. [Consult: 28 jun 2005].
_________________, 2003, ìOptions for Teacher Professional Developmentî, English Teaching FORUM, 41, (2) 2-13. Freeman, D., 1998, Doing Teacher Research: From Inquiry to Understanding. New York.
Heinle & Heinle. ______________, 1989, teacher training, development, and decision making: a model of teaching and related strategies for language teacher education, TESOL Quarterly 23 (1).
______________, 1982, observing teachers: three approaches to in-service training and developmentî, TESOL Quarterly, 16 (1).
González, A., 2005, The Ups and Downs in the Growth of Colombian Teacher Education. Plenary presented at the second national congress of foreign language teacher education, Pamplona, Universidad de Pamplona.
Hernández, J., 2004, convocatorias docentes y relevo generacional. Argumentos y Debates (66), Cali, Universidad del Valle. Huling, Leslie, 2001, Teacher Mentoring as Professional Development. ERIC Clearinghouse on Teaching and Teacher Education Washington. [electronic document] [Consult: 23 Jun 2005].
Jalongo, M. R., and J. P. Isenberg, 1995, Teachers narratives: From personal narrative to professional insight, San Francisco, Jossey-Bass.
Johnson, K., 2000, Teacher Education, Alexandria, VA. TESOL.
__________, 1996, The role of theory in Second Language Teacher Education, TESOL QUARTERLY, 30 (4).
Joyce, B., and B. Showers, 1982, the Coaching of Teaching, Educational Leadership, 40 (1). Killion, J., and C. Harrison, 1997, the Multiple Roles of Staff Developers, [electronic document], Journal of Staff Development, 18, (3). [Consult 28 Jun 2005].
Kumaravadivelu, B., 2005, (Re) Visioning Language Teacher Education. Plenary presented at the Fourth International Conference on Foreign Language Teacher Education. Minneapolis, Jun 2-4.
_______________, 2003, Beyond Methods: Macrostrategies for Language Teaching, New Haven, Yale University Press. Kvale, S., 1996, Interviews: An Introduction to Qualitative Research Interviewing, London, Sage Publications.
Murphy, C., 1999, ìStudy groupsî, Journal of Staff Development, Summer. Peyton, J.K., 1997, Professional Development of Foreign Language Teachers. ERIC DIGEST EDO-FL-98-05. [electronic document] [Consult: 28 jun 2005].
__________, 1993, Dialogue Journals: Interactive writing to develop language and Literacy. [electronic document], Washington D.C: National Clearinghouse for ESL Literacy Education. [Consult: 28 jun 2005].
Rogers, R.K. and D. Threatt, 2000, Peer Assistance and Peer Review, Thrust for Educational Leadership, 29 (3).
Sokolik, E.M., 2005, The Shared Responsibility for Professional Development. [electronic document], TESL-EJ, 9,(1). [Consult: 16 Jul 2005].
St Maurice, H. and P. Shaw, 2004, Teacher Portfolios Come of Age: A Preliminary Study. [electronic document], National Association of Secundary School Principals Bulletin. [Consult: 8 Agu 2005].
Straus, A., 1987, Qualitative Analysis for Social Scientists, New York, Cambridge University Press. Whiterell, C., and N. Noddings, (Eds.), 1991, Stories that lives tell: Narrative and dialogue in education, New York, Teachers College Press.