The impact of the colombian framework for english (COFE) project: an insiders'perspective
DOI:
https://doi.org/10.17533/udea.ikala.8545Keywords:
COFE Project, university research collaboration, curricular adjustments, professional development, English teaching.Abstract
Under the influence of the COFE Project, the ultimate goal of which was to improve the teaching of English in secondary schools in Colombia, English teacher training courses underwent profound changes, which prepared the ground for curricular adjustments required by the Comité Nacional de Acreditacion. The article presents the results of the evaluation of the Cofe project conducted by a team of teachers from nine universities from five areas: language development, professional development, research, resources and evaluation.
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ALDERSON, J., M. SCOTT. Insiders, outsiders and participatory evaluation. In ALDERSON C. J., BERETTA (eds). Evaluating second language education. Cambridge: Cambridge University Press, 1992
APARICIO, B. ET AL. COFE Working Document Number 5. London: Thames Valley University, 1995.
BASTIDAS, A. ET AL. COFE Working Document Number 1. London: Thames Valley University, 1991
CÁRDENAS, A. ET AL. COFE Working Document Number 4. London: Thames Valley University, 1994
CARDONA, A. ET AL. COFE Working Document Number 2. London: Thames Valley University, 1992
LYNCH, B. K. Language Program Evaluation: Theory and Practice. Cambridge: Cambridge University Press, 1996
OTÁLORA, M, ET AL. COFE Working Document Number 3. London: Thames Valley University, 1993.
WEIR, C., J. ROBERTS. Evaluation in ELT. Oxford: Brasil Blackwell, 1994
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