This exploratory qualitative study reports gaps in the preservice teacher education and professional development of 15 English language teachers in a Colombian public university regarding their teaching knowledge and practice. Grounded theory was used to examine the data collected via focus groups and questionnaires, which were validated and triangulated. Findings reveal several teacher deficiencies, classified into three axes: language proficiency, teaching awareness, and teacher challenges. These tensions unveil imbalances between theory and practice, inefficient mentoring during the practicum stage, lack of classroom management skills for efficient teaching, and the need to revitalize and endorse information and communications technology education and use in the new classroom era. The article also offers a discussion on reconceptualizing teacher education.
{"title":"Shaping Better Futures: Inside-Out Colombian English Language Teachers’ Gaps and Practices","authors":"Ingrit Juliana Díaz, Catalina Ipia Salinas, Liliana Cuesta Medina","doi":"10.15446/profile.v25n2.95969","DOIUrl":"https://doi.org/10.15446/profile.v25n2.95969","url":null,"abstract":"This exploratory qualitative study reports gaps in the preservice teacher education and professional development of 15 English language teachers in a Colombian public university regarding their teaching knowledge and practice. Grounded theory was used to examine the data collected via focus groups and questionnaires, which were validated and triangulated. Findings reveal several teacher deficiencies, classified into three axes: language proficiency, teaching awareness, and teacher challenges. These tensions unveil imbalances between theory and practice, inefficient mentoring during the practicum stage, lack of classroom management skills for efficient teaching, and the need to revitalize and endorse information and communications technology education and use in the new classroom era. The article also offers a discussion on reconceptualizing teacher education.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.15446/profile.v25n2.103916
Lucía Belmonte Carrasco, Guadalupe De la Maya Retamar
This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19 preservice teachers in the context of a master’s degree in bilingual education (Spanish–English) for primary and secondary school teachers to determine the emotions experienced and the causative factors. The participants completed a questionnaire which showed that positive emotions were more frequent than negative ones. The variable causing such feelings included the subject taught, the sex of the teaching staff, previous experience, attitudes of educational centre tutors, and the students themselves. Therefore, the study highlights the affective dimension of teaching content and language-integrated learning.
{"title":"Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English","authors":"Lucía Belmonte Carrasco, Guadalupe De la Maya Retamar","doi":"10.15446/profile.v25n2.103916","DOIUrl":"https://doi.org/10.15446/profile.v25n2.103916","url":null,"abstract":"This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19 preservice teachers in the context of a master’s degree in bilingual education (Spanish–English) for primary and secondary school teachers to determine the emotions experienced and the causative factors. The participants completed a questionnaire which showed that positive emotions were more frequent than negative ones. The variable causing such feelings included the subject taught, the sex of the teaching staff, previous experience, attitudes of educational centre tutors, and the students themselves. Therefore, the study highlights the affective dimension of teaching content and language-integrated learning.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.15446/profile.v25n2.103917
Azadeh Hassani, Zari Saeedi
This case study explored the evaluation criteria applied by six supervisors of a private language institute (three men and three women) through individual in-depth interviews in an English-as-a-foreign-language context. The researchers also collected data from supervisors’ observation checklists and written feedback. A thematic analysis resulted in five main themes and two sub-themes. Therefore, a tentative framework was developed, encompassing five criteria: English and Content Knowledge, Teaching Skills, Personal Traits, Fulfilling Workplace Expectations, and Parents’/Learners’/Peers’ Feedback. The proposed framework can help increase language supervisors’ teacher evaluation literacy.
{"title":"Exploring Criteria for Evaluating In-Service English Language Teachers’ Performance","authors":"Azadeh Hassani, Zari Saeedi","doi":"10.15446/profile.v25n2.103917","DOIUrl":"https://doi.org/10.15446/profile.v25n2.103917","url":null,"abstract":"This case study explored the evaluation criteria applied by six supervisors of a private language institute (three men and three women) through individual in-depth interviews in an English-as-a-foreign-language context. The researchers also collected data from supervisors’ observation checklists and written feedback. A thematic analysis resulted in five main themes and two sub-themes. Therefore, a tentative framework was developed, encompassing five criteria: English and Content Knowledge, Teaching Skills, Personal Traits, Fulfilling Workplace Expectations, and Parents’/Learners’/Peers’ Feedback. The proposed framework can help increase language supervisors’ teacher evaluation literacy.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.15446/profile.v25n2.102348
Karol Castillo, Luz Dary Cárdenas, Sandra Lastra
This two-cycle action research explores how Colombian students from rural and urban areas construct community knowledge by exploring funds of knowledge using dialogue journals. Thirty-three seventh graders from an urban school participated in the first phase and 19 sixth graders from a rural school and 18 eighth graders from an urban school in the second phase. Data were gathered through journals, artifacts, audio recordings, narratives, focus groups, and interviews. Results revealed how students learned to see and re-signify their communities and territory by exploring the knowledge held by their families and community members. Then dialogue journals were valuable tools to verbalize and communicate their perceptions and understandings about their communities and funds of knowledge.
{"title":"Constructing Community Knowledge by Exploring a Group of High School Students’ Funds of Knowledge","authors":"Karol Castillo, Luz Dary Cárdenas, Sandra Lastra","doi":"10.15446/profile.v25n2.102348","DOIUrl":"https://doi.org/10.15446/profile.v25n2.102348","url":null,"abstract":"This two-cycle action research explores how Colombian students from rural and urban areas construct community knowledge by exploring funds of knowledge using dialogue journals. Thirty-three seventh graders from an urban school participated in the first phase and 19 sixth graders from a rural school and 18 eighth graders from an urban school in the second phase. Data were gathered through journals, artifacts, audio recordings, narratives, focus groups, and interviews. Results revealed how students learned to see and re-signify their communities and territory by exploring the knowledge held by their families and community members. Then dialogue journals were valuable tools to verbalize and communicate their perceptions and understandings about their communities and funds of knowledge.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.15446/profile.v25n2.104627
Cindy Valdelamar González, Luzkarime Calle-Díaz
This case study reports how three high-school teachers from two state schools in Colombia enacted the National English Suggested Curriculum by the Ministry of Education. The teachers’ trajectories of action were analyzed through semi-structured interviews, teachers’ narratives, and lesson observations. Using the ecological model of agency as a framework, we situated teachers’ steps within projective, iterational, and practical evaluative dimensions of agency. In this paper, we provide additional dimensions of teacher agency, which can help to expand theoretical and empirical knowledge in the field. Findings show that teachers cope with the changes derived from policy differently. The analysis presented in this paper can inform the creation and promotion of future curriculum policies in similar contexts.
{"title":"Teachers’ Agency Development When Adapting the Colombian English Suggested Curriculum for High School","authors":"Cindy Valdelamar González, Luzkarime Calle-Díaz","doi":"10.15446/profile.v25n2.104627","DOIUrl":"https://doi.org/10.15446/profile.v25n2.104627","url":null,"abstract":"This case study reports how three high-school teachers from two state schools in Colombia enacted the National English Suggested Curriculum by the Ministry of Education. The teachers’ trajectories of action were analyzed through semi-structured interviews, teachers’ narratives, and lesson observations. Using the ecological model of agency as a framework, we situated teachers’ steps within projective, iterational, and practical evaluative dimensions of agency. In this paper, we provide additional dimensions of teacher agency, which can help to expand theoretical and empirical knowledge in the field. Findings show that teachers cope with the changes derived from policy differently. The analysis presented in this paper can inform the creation and promotion of future curriculum policies in similar contexts.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.15446/profile.v25n2.104914
Daron Benjamin Loo
This autoethnographic study examined the tensions affecting the identity of a teacher in charge of an online English academic writing module during the COVID-19 pandemic. Reflections written over one academic year were examined using performativity as an analytical lens. The analysis identified three types of tensions: performing for proximity, performing to meet the institution’s and student’s expectations, and continuously changing performances. These tensions highlight the teacher’s performativity when using technology, which ultimately configured his teacher identity. From these tensions, the paradox of technology may be observed. Specifically, tools supposedly productive for an online class may not necessarily be well received by students and may burden the teacher.
{"title":"“It Feels Like a Performance When I Teach Online”: Autoethnography of Tensions in Teacher Identity","authors":"Daron Benjamin Loo","doi":"10.15446/profile.v25n2.104914","DOIUrl":"https://doi.org/10.15446/profile.v25n2.104914","url":null,"abstract":"This autoethnographic study examined the tensions affecting the identity of a teacher in charge of an online English academic writing module during the COVID-19 pandemic. Reflections written over one academic year were examined using performativity as an analytical lens. The analysis identified three types of tensions: performing for proximity, performing to meet the institution’s and student’s expectations, and continuously changing performances. These tensions highlight the teacher’s performativity when using technology, which ultimately configured his teacher identity. From these tensions, the paradox of technology may be observed. Specifically, tools supposedly productive for an online class may not necessarily be well received by students and may burden the teacher.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.15446/profile.v25n2.103003
Diego Cardona-Escobar, Melissa Barnes, Marc Pruyn
Drawing upon Bourdieu’s concept of capital, this article examines the enactment of the Programa Nacional de Bilingüismo (National Bilingual Program), a policy that aims to provide Colombian students equal opportunities to learn English. In this exploratory, sequential mixed-methods study, data were collected from teachers and students from three Grade 5 classrooms of public schools in Colombia. The findings revealed that the plan’s differentiated enactment generates unequal access to opportunities to build language capital and unequal levels of academic language achievement among the three schools. We argue that the enactment of the plan to equalize opportunities and achievement and therefore build the language capital of Colombian students is obstructed by existing funding structures.
根据布迪厄的资本概念，本文考察了国家双语计划(Programa Nacional de biling ismo)的制定，该政策旨在为哥伦比亚学生提供平等的英语学习机会。在这项探索性的、顺序的混合方法研究中，从哥伦比亚公立学校的三个五年级教室的教师和学生中收集了数据。调查结果显示，该计划的差别化制定导致了三所学校建立语言资本的机会不平等，以及语言学术成就水平不平等。我们认为，现行的资金结构阻碍了该计划的实施，该计划旨在使机会和成就平等，从而为哥伦比亚学生建立语言之都。
{"title":"The Enactment of the Colombian National Bilingual Program: Equal Access to Language Capital?","authors":"Diego Cardona-Escobar, Melissa Barnes, Marc Pruyn","doi":"10.15446/profile.v25n2.103003","DOIUrl":"https://doi.org/10.15446/profile.v25n2.103003","url":null,"abstract":"Drawing upon Bourdieu’s concept of capital, this article examines the enactment of the Programa Nacional de Bilingüismo (National Bilingual Program), a policy that aims to provide Colombian students equal opportunities to learn English. In this exploratory, sequential mixed-methods study, data were collected from teachers and students from three Grade 5 classrooms of public schools in Colombia. The findings revealed that the plan’s differentiated enactment generates unequal access to opportunities to build language capital and unequal levels of academic language achievement among the three schools. We argue that the enactment of the plan to equalize opportunities and achievement and therefore build the language capital of Colombian students is obstructed by existing funding structures.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.15446/profile.v25n2.102959
Verónica Ormeño, Minerva Rosas
In an initial English teacher education program at a Chilean institution, early and professional practicums were re-invented during the COVID-19 pandemic to ensure the continuity of this process. This study analyzed the context and conditions under which these practicums unfolded and how the process influenced participants’ pedagogical and professional knowledge development. Forty-two preservice English language teachers undergoing early and professional practicums online throughout 2020–2021 answered an online questionnaire which was analyzed through descriptive statistics and content analysis. Findings revealed preservice teachers’ problems, strengths, weaknesses, and challenges while interacting with pupils, cooperating teachers, and supervisors, as well as the development of some pedagogical and professional knowledge. The findings may serve to make adaptations to increasingly challenging teaching contexts.
{"title":"Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective","authors":"Verónica Ormeño, Minerva Rosas","doi":"10.15446/profile.v25n2.102959","DOIUrl":"https://doi.org/10.15446/profile.v25n2.102959","url":null,"abstract":"In an initial English teacher education program at a Chilean institution, early and professional practicums were re-invented during the COVID-19 pandemic to ensure the continuity of this process. This study analyzed the context and conditions under which these practicums unfolded and how the process influenced participants’ pedagogical and professional knowledge development. Forty-two preservice English language teachers undergoing early and professional practicums online throughout 2020–2021 answered an online questionnaire which was analyzed through descriptive statistics and content analysis. Findings revealed preservice teachers’ problems, strengths, weaknesses, and challenges while interacting with pupils, cooperating teachers, and supervisors, as well as the development of some pedagogical and professional knowledge. The findings may serve to make adaptations to increasingly challenging teaching contexts.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.15446/profile.v25n2.103953
Ferney Cruz-Arcila, Vanessa Solano-Cohen, María Liliana Briceño-González, Ana Rincón, Antonio Lobato-Junior
This study examines hegemonic discourses on English and socioeconomic development from teachers’ perspectives. Specifically, it scrutinizes the sorts of positions a group of 36 teachers of English, French, Italian, German, and Portuguese in an undergraduate program of modern languages take towards both the predominant narrative of English as the language of development and the role that the languages they teach may also play. Using postdevelopment as a theoretical framework, teachers’ social representations around the languages they teach are analyzed. Findings suggest that, although there is a strong tendency to uncritically accept and accommodate instrumental and Anglo normative views of development, “small hopes” for configuring plural, locally sensitive, less instrumental, and ecological understandings are also emerging.
{"title":"Resisting Hegemonic Discourses on the Relation Between Teaching Second Languages and Socioeconomic Development","authors":"Ferney Cruz-Arcila, Vanessa Solano-Cohen, María Liliana Briceño-González, Ana Rincón, Antonio Lobato-Junior","doi":"10.15446/profile.v25n2.103953","DOIUrl":"https://doi.org/10.15446/profile.v25n2.103953","url":null,"abstract":"This study examines hegemonic discourses on English and socioeconomic development from teachers’ perspectives. Specifically, it scrutinizes the sorts of positions a group of 36 teachers of English, French, Italian, German, and Portuguese in an undergraduate program of modern languages take towards both the predominant narrative of English as the language of development and the role that the languages they teach may also play. Using postdevelopment as a theoretical framework, teachers’ social representations around the languages they teach are analyzed. Findings suggest that, although there is a strong tendency to uncritically accept and accommodate instrumental and Anglo normative views of development, “small hopes” for configuring plural, locally sensitive, less instrumental, and ecological understandings are also emerging.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.15446/profile.v25n2.103146
Tatiana Becerra-Posada, Diana Cristina Arroyo
This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers’ lesson plans and teaching guides as they transitioned from in-person to remote instruction during the COVID-19 pandemic. An analysis of the lesson plans using task-based language teaching principles as a framework revealed that preservice teachers implemented principles differently during in-person and remote teaching. Interestingly, the use of the principles sometimes contrasts with what the participants report in their reflections. We discuss the challenges English as a foreign language teachers face when adapting methods such as task-based language teaching to the demands of new teaching contexts.
{"title":"Colombian Preservice Teachers Enacting Task-Based Language Teaching Principles Before and During the Transition to Remote Teaching","authors":"Tatiana Becerra-Posada, Diana Cristina Arroyo","doi":"10.15446/profile.v25n2.103146","DOIUrl":"https://doi.org/10.15446/profile.v25n2.103146","url":null,"abstract":"This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers’ lesson plans and teaching guides as they transitioned from in-person to remote instruction during the COVID-19 pandemic. An analysis of the lesson plans using task-based language teaching principles as a framework revealed that preservice teachers implemented principles differently during in-person and remote teaching. Interestingly, the use of the principles sometimes contrasts with what the participants report in their reflections. We discuss the challenges English as a foreign language teachers face when adapting methods such as task-based language teaching to the demands of new teaching contexts.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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