*Desarrollo profesional de los profesores de EFL en Colombia: entre lo colonial y las prácticas locales
DOI :
https://doi.org/10.17533/udea.ikala.2722Mots-clés :
professional development, language policies, EFL, researchRésumé
Le développement professionnel des professeurs d’anglais langue étrangère, représente un défi pour les professeurs eux-mêmes, pour les formateurs de professeurs et les législateurs en ce qui concerne l’acquisition de meilleurs standards éducatifs. Dans le cadre de l’accord Colombia Bilingüe, le Ministère de l’Education propose une modèle de développement professionnel qui prétend couvrir la formation d’un nombre signifi catif de professeurs. Cet article présente une vision critique de ce programme, et ce à la lumière de la littérature nationale et internationale sur la formation des professeurs de langues. Les suggestions vont dans le sens du besoin d’inclure de nouvelles propositions basées sur la conception post-méthode, la mise en valeur de la connaissance produite localement et le travail collaboratif entre les législateurs et les académiciens nationaux pour concevoir des programmes de développement professionnel plus adéquats à notre réalité.
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