Abstract
The professional development of EFL teachers represents a challenge for teachers, teacher educators and policy makers in the accomplishment of better standards in education. Literature reviews on the area reveal the need for new models of professional growth for Colombian teachers. Within the framework of “Colombia Bilingüe”, the Ministry of Education proposes a professional development model that aims to reach a signifi cant number of teachers. This paper presents a critical review of this program in the light of national and international literature on teacher education. Conclusions suggest the need for more post-method approaches, for locally produced knowledge to be recognized, and for the collaborative work of policy makers and national scholars to generate teacher development programs more adequate to our reality.
Subject
Linguistics and Language,Education,Language and Linguistics,Literature and Literary Theory,Cultural Studies
Reference76 articles.
1. Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal 56, 1 57-64
2. Arias, C. (1994). Teacher development: Meeting the challenge of changing worlds. Keynote Speech at the 29th ASOCOPI Congress. Medellin.
3. Ayala, J. and Alvarez, J. A. (2005). A Perspective of the Implications of the Common European Framework Implemention in the Colombian Socio-Cultural Context. Colombian Applied Linguistics Journal 7, 7-26
4. Bachman, L. (1991).What Does Language Testing Have to Offer?
5. TESOL Quarterly, 25, 4 671-704
Cited by
22 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献