Acceso usuarios
Nelly Sierra Ospina
In-service teachers’ continuous education is one of the main lines of action in the National Program of Bilingualism. Building upon the tenets of qualitative research and the method of portraiture, this multiple case study presents three English teachers’ voices working in the basic secondary and higher education. They narrate the experiences they lived in continuous education efforts provided in an Antioquia subregion, within the framework of the bilingualism policy. Data were gathered from documents, semi-structured interviews, and a group in-terview. In short, teachers acknowledge regional agencies have made some efforts to foster teacher professional development. Also, they recognize education approaches because of the benefits in terms of disciplinary strategies and pedagogical knowledge, as well as the opportunity to share with their peers. However, they call the attention about some lack of continuity in the regional in-service education initiatives, a lack of clarity in communication and the socialization of those initiatives, and scheduling conflicts that prevent them to attend to training sessions. We conclude that a policy is needed that (a) reconsiders the ontological educational approach, with teachers being viewed as educational actors, rather than objects, and as political actors in control of their own destiny, and one that (b) promotes continuous education for all in the long term, with a clear track.
