University-schools collaboration through the teaching practicum


  • Cristina Frodden Universidad de Antioquia
  • Angela Lopez Universidad de Antioquia


action research in education, teacher training, professional development. English language teaching.


This article adresses the authors experience carrying out their teaching practice of english in a group of public schools in Medellin. This teaching practice which is part of an undergraduate language teaching program, is based on principles of collaborative action research. It seeks to enhance the quality of basic education. Since all participants have the chance to develop knowledge, discuss new ideas and feed curricular changes, the practicum is a fruitful learning context.

How to reference this article:

Frodden,  C. &  Lopez, A. (1998) University-schools collaboration through the teaching practicum. Íkala, Revista de Lenguaje y Cultura, 3(2). 47-68.

= 28 veces | PDF
= 21 veces|


Download data is not yet available.

Author Biographies

Cristina Frodden, Universidad de Antioquia

is a full-time instructor of the School of Languages of the University of Antioquia

Angela Lopez, Universidad de Antioquia

is a student of the practicum at the University of Antioquia


ALOERSON. J.C. (1992). Guidelines for the evaluation of language education. In Alderson. J.C. & Beretta (eds.) Evaluating Second Language Education. Cambridge: Cambridge University Press.

ALI.WRIGHT. D. & K. BAILEY. (1991), Focus on tire Language Classroom. Cambridge: Cambridge University Press.

ALTRICHTER. H., P. POSCH & B. SOMEKH. (1993). Teachers investigate their Work An Introduction to the methods of action research. London-

New York: Routledge.

CROOKES, G. (1993). Action Research for Second Language Teachers: Going beyond Teacher Research. Applied Linguistics. 1412 130• 144.

CROOKES. G. (1994). Action Research: A process teacher development Memoirs of the ELT Conference, Medellin.

DOFF, A. (1988). Teach English. A Training Course for teachers. Teacher’s Book & Trainer’s Book. Cambridge University Press& the British Council.

GEBHARD, J. (1984). Models of Supervision: Choices. TESOL Quarterly, 18/13 501-514.

GOWER.R. &S. WALTERS.(1983). Teaching Practice handbook. A reference book for EFL teachers in training. Heinemann

HAGER. P. (1996). Professional practice in education: Research and issues. Australian Journal of Education. 40/3. 235-247.

HOOVER. N.L., L. O’SHEA & R.G. CARROLL. (1988). The Supervisor-intern Relationship and effective interpersonal Communication Skills. Journal of Teacher Education. March-Aprí1 22-27.

LITTLEJOHN. A. (l998). Language teaching for the future. ASOCOPI Congress. Bogotá

MOON J. (1994). Teachers as mentors: a route for in-service development. ELT Journal, 48/4. 347-355

MURPHV, D.F. (1996a). The Evaluator's Apprentices. Learning To Do Evaluation. Evaluation. 21/3, 321-338.

MURPHY, D.F. (1996b). Using Evaluation in Language Teaching. Unpublished manuscript.

NUNAN, (1991). Designing Task for the Communicative Classroom. Cambridge University Press.

PACEK. D. (1996). 1essons to be learnt from negative eva1uation. ELT Journal. 50/4, 335-343.

RICHAROS, J.C. &Ch. LOCK.HART. (I994). Reflective Teaching in Second Language Classroom. Cambridge University Press.

SCHON, O.A. (1983). The Reflective Practitioner. New York: Basic Books.

SCHRATZ. M. and WALKER. R. (1995). Research as Social Change. London: Routledge.

VAN LIER, L. (1994). Features of a Theory of practice. TESOL Journal, 4/ 1. 6-10.

WAJNRYB, R. (1992). Classroom Observation Task. Cambridge University Press.

WALLACE, M.J. (I991). Training Foreign Language Teachers. A Reflective Approach Cambridge University Press.

WILLIS, Jane (1985). Teaching English thorough English. Longman.

WOODWARO. T. (l992).Ways of Training: Recipes for Teacher Trainin




How to Cite

Frodden, C., & Lopez, A. (1998). University-schools collaboration through the teaching practicum. Íkala, Revista De Lenguaje Y Cultura, 3(2), 47–68. Retrieved from