An Eclectic Professional Development Proposal for English Language Teachers

An Eclectic Professional Development Proposal for English Language Teachers

PROFILE Issues in Teachers' Professional Development

Bibliographic data

Translated title: Una propuesta ecléctica de formación docente para profesores de inglés
Journal Title: PROFILE Issues in Teachers' Professional Development
First author: Orlando Chaves
Other Authors: Maria Eugenia Guapacha
Palabras clave:
Traslated Keywords:
Language: English
Get full text:
Resource type: Journal Article
Source: PROFILE Issues in Teachers' Professional Development; Vol 18, No 1 (Year 2016).
Publisher: Universidad Nacional de Colombia
Usage rights: Reconocimiento - NoComercial - SinObraDerivada (by-nc-nd)
Categories: Social Sciences/Humanities --> Education --AMP-- Educational Research

Statistical data

  • Views
  • Consultations
  • Citation style
  • Share
  • Export record
  • Favourites
Bibliography: Bastidas, J. A., & Muñoz Ibarra, G. (2011). A diagnosis of English language teaching in public elementary schools in Pasto, Colombia. HOW, 18(1), 95-111.

Cadavid Múnera, I. C., McNulty, M., & Quinchía Ortiz, D. I. (2004). Elementary English language instruction: Colombian teachers’ classroom practices. PROFILE Issues in Teachers’ Professional Development, 5(1), 37-55.

Cárdenas Beltrán, M. L., & Nieto Cruz, M. C. (2010). El trabajo en red de docentes de inglés [Teachers of English and their network]. Bogotá, CO: Universidad Nacional de Colombia.

Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London, UK: Deakin University Press.

Cely, R. M. (2009, September). Perfil del docente de inglés [The profile of a teacher of English]. Lecture given at the First National Congress on Bilingualism, Armenia, Colombia.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the assessment of teacher effectiveness. The Journal of Human Resources, 41(4), 778-820.

Cochran-Smith, M., Feiman-Nemser, S., McIntyre, J., & Demers, K. (Eds.). (2008). Handbook of research on teacher education: Enduring questions in changing contexts. (3rd ed.). Philadelphia, PA: Taylor and Francis.

Coggshall, J. G. (2007). Communication framework for measuring teacher quality and effectiveness: Bringing coherence to the conversation. Washington, DC: National Comprehensive Center for Teacher Quality.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. (6th ed.). London, UK: Routledge Falmer.

Council of Europe. (2001). Common European Framework for Languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: Sage.

Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA: Sage.

Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.

Darling-Hammond, L. (1998). Teachers and teaching: Testing policy hypotheses from a national commission report. Educational Researcher, 27(1), 5-15.

Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of State policy evidence. Washington, DC: University of Washington, Center for the Study of Teaching and Policy.

Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass.

Darling-Hammond, L., & Bradsford, J. (Eds.), (2005). Preparing teachers for a changing world: Report of the committee on teacher education of the national academy of education. San Francisco, CA: Jossey-Bass.

Hanushek, E. A., & Rivkin, S. G. (2007). Pay, working conditions, and teacher quality. Future Child, 17(1), 69-86.

Harris, J., & Ó Duibhir, P. (2011). Effective language teaching: A synthesis of research. Dublin, IE: National Council for Curriculum and Assessment, NCCA.

Johnson, S. M. (2006). The workplace matters: Teacher quality, retention, and effectiveness. Washington, DC: National Education Association, NEA.

Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Evaluating teacher effectiveness. Education Next, 11(3), 55-60.

Kennedy, M. (2008). Sorting out teacher quality. Phi Delta Kappan, 90(1), 59-63.

Kostina, I., & Hernández, F. (2007). Competencia profesional del docente de lenguas extranjeras [Professional competence of the foreign languages teacher]. In A. Aragón, I. Kostina, M. Pérez, G. Rincón, (Eds.) Perspectivas sobre la enseñanza de la lengua materna, las lenguas y la literatura (pp. 81-99). Cali, CO: Facultad de Educación de la Pontificia Universidad Javeriana.

Kunter, M., Klusman, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820.

McNulty, M., & Quinchía Ortiz, D. I. (2007). Designing a holistic professional development program for elementary school English teachers in Colombia. PROFILE Issues in Teachers’ Professional Development, 8(1), 131-143.

National Council of Teachers of English (NCTE). (2004). Teacher quality. Retrieved from

Paone, J., Whitcomb, J., Rose, T., & Reichardt, R. (2008). Shining the light II: State of teacher quality, attrition and diversity in Colorado 2008. Colorado, US: The Alliance for Quality Teaching.

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge, UK: Cambridge University Press.

Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.

Sánchez Jabba, A. (2013). Bilingüísmo en Colombia [Bilingualism in Colombia]. Cartagena, CO: Centro de Estudios Económicos Regionales del Banco de la República.

Schön, D. A. (1987). Educating the reflective practitioner. San Franciso, CA: Jossey-Bass.

Valentine, J. C., Rakes, C. R., & Canada, D. (2010). Predicting student outcomes from information knowable at the time of hire: A systematic review. Louisville, KY: University of Louisville.

Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. Paris, FR: UNESCO, International Institute for Educational Planning.

Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge, UK: Cambridge University Press.

Whitcomb, J., & Rose, T. (2008). Teacher quality: What does the research tell us? In J. Paone (Ed.), Shining the light II: Illuminating teacher quality, diversity, and attrition in Colorado (pp. 5-35). Denver, CO: Alliance for Teacher Quality.

Wright, A. C. (2012). A literature review on the determinants of teacher performance. Santa Barbara, CA: University of California.

Zumwalt, K., & Craig, E. (2005). Teachers’ characteristics: Research on the indicators of quality. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 157-260). Mahwah, NJ: Laurence Erlbaum Associates.