Governmental professional development initiatives for the implementation of language policies and curriculum guidelines: Secondary school teachers’ experiences, challenges and views

• Ana María Sierra Piedrahita ^[1] ; Paula Andrea Echeverri Sucerquia ^[1]
  1. [1] Universidad de Antioquia

     Universidad de Antioquia

     Colombia

     
• Localización: Íkala, ISSN 0123-3432, Vol. 25, Nº. 1, 2020, págs. 137-152
• Idioma: varios idiomas
• DOI: 10.17533/udea.ikala.v25n01a13
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen

  • A case study was conducted to explore public secondary school teachers’ perspectives, practices, and experiences concerning the design and implementation of the English curriculum, as well as the professional development offered by the government in order to implement language policies and curriculum guidelines in the city of Medellin, Colombia. The study lasted one year and included a survey, the analysis of curriculum documents from five selected institutions, and focus group interviews as data collection instruments. Results indicate that the initiatives provided by the government have not been effective in supporting teachers in this endeavor as they have been very limited in terms of curriculum design, and reflect a technical view of teacher learning. In addition, several contextual and social factors have tremendously affected the implementation of language policies and curriculum guidelines in schools. Besides, teachers point to several needs, including that they have more time to appropriate and implement reforms, that they be included in policy-making as affected parties, that professional development initiatives be freed from political and economic interests and that they be offered a preparation that combines improving their language proficiency, English teaching methodologies and curriculum design.

• Referencias bibliográficas
  • Aguirre Garzón, E. A. (2018). Unlicensed efl teachers co-constructing knowledge and transform¬ing curriculum through collaborative-reflective...
  • Anderson, G. L., Herr, K., & Nihlen, S. A. (1994). Studying your own school: An educator’s guide for qualitative practitioner research....
  • Ariza, A., (2004).Curricular units: Powerful tools to connect the syllabus with students’ needs and interests. PROFILE, Issues in Teachers’...
  • Avalos, B. (2004). CPD policies and practices in the Latin American region. In C. Day & J. Sachs (Eds.), International handbook on the...
  • Ball, D. L., & Cohen, D.K. (1999). Developing practice, developing practitioners: Towards and practice-based theory of professional education....
  • Burnaford, G., Fischer, J., & Hobson, D. (2001). Teachers doing research: The power of action through inquiry. Mahwah, NJ: Lawrence Erlbaum...
  • Cadavid, C. (2003). Teaching English in primary school through a spiral thematic curriculum. Íkala, Revista de Lenguaje y Cultura, 8(14),...
  • Cadavid, C., Quinchía, D., & Díaz, C. (2009). Una propuesta holística de desarrollo profesional para maestros de inglés de la básica primaria....
  • Correa, D., & González, A. (2016). English in public primary schools in Colombia: Achievements and challenges brought about by national...
  • Correa, D., Usma, J., & Montoya, J. C. (2014). El Programa Nacional de Bilingüismo: Un estudio exploratorio en el departamento de Antioquia,...
  • Correa, D., & Usma, J. (2013). From a bureaucratic to a critical-sociocultural model of policymaking in Colombia. How, 20(1), 226-242.
  • Chaves, O., & Guapacha, M. E. (2016). An eclectic professional development proposal for English language teachers. PROFILE, Issues in...
  • Clavijo Olarte, A., Guerrero Melo, C. H., Torres Jaramillo, C., Ramírez Galindo, L. M., & Torres Mesa, N. E. (2004). Teachers acting critically...
  • Day, C. & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing...
  • Elmore, R.F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Albert...
  • Ferrer Ariza, E., & Poole, P. M. (2018). Creating a teacher development program linked to curriculum renewal. Profile: Issues in Teachers’...
  • Fullan, M. (2001). The new meaning of educational change (3rd Ed.). New York, NY: Teachers College Press.
  • Gaona, E., Suárez, L., & González, H. (2001). Becoming an efficient reader: A proposal for a school curriculum. PROFILE, Issues in Teachers’...
  • Garet, M. S., Porter, A.C., Desimone, L., Birman, B.F., & Kwang, S. Y. (2001). What makes professional development effective? Results...
  • Giraldo, F. (2014). The impact of a professional development program on English language teachers’ classroom performance. PROFILE, Issues...
  • Gómez Sará, M. M. (2017). Review and analysis of the Colombian foreign language bilingualism policies and plans. HOW, 24(1), 139-156. http://dx.doi.org/10.19183/how.24.1.343.
  • Guerrero, C. H. (2010). The portrayal of EFL teachers in official discourse: The perpetuation of disdain. PROFILE: Issues in Teachers’ Professional...
  • Lieberman, A., & Wood, D. (2001). When teachers write: Of networks and learning. In A. Lieberman & L. Miller (Eds.), Teachers caught...
  • Long, R. (2014). Federal investments in professional development: What do 50 years of experience tell us about what it takes to make a difference?...
  • Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. (2003). Designing professional development for teachers of science...
  • Martin, L., Kragler, S., Quatroche, D., & Bauserman K. (2014). Handbook of professional development in education: Successful models and...
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Revised and expanded from “Case study research in education”....
  • McCotter, S. S. (2001). Collaborative groups as professional development. Teacher and Teacher Education, 17(6), 685- 704. http://dx.doi.org/10.1016/S0742-051X(01)00024-5.
  • Ordoñez, C. L. (2011). Education for bilingualism: Connecting Spanish and English from the curriculum, into the classroom, and beyond. PROFILE,...
  • Ortiz, A., Camelo, M., Martín, M. N., Sarmiento, M., & Ruiz, Maritza. (2006). Revising a foreign language curriculum: A challenging and...
  • Peláez, O., & Usma, J. (2017). The crucial role of educational stakeholders in the appropriation of foreign language education policies:...
  • Pennycook, A. (1990). Critical pedagogy and second language education. System, 18(3), 303-314.
  • Rahimpour, M. (2010). Current trends on syllabus design in foreign language instruction. Procedia Social and Behavioral Sciences 2, 1660-1664.
  • Randi, J., & Zeichner, K. M. (2004). New visions of teacher professional development. In M. Smylie & D. Miretzky (Eds.), Developing...
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
  • Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge:...
  • Shohamy, E. (2009). Language teachers as partners in crafting educational language policies? Ikala Revista de Lenguaje y Cultura, 14, 45-67.
  • Sierra, A.M. (2007). Developing knowledge, skills and attitudes through a study group: A study on teachers’ professional development. Ikala,...
  • Sierra-Piedrahita, A. M. (2016). Contributions of a social justice language teacher education perspective to professional development programs...
  • Sierra Piedrahita, A. M. (2018). Changing teaching practices: The impact of a professional development program on an English language teacher....
  • Stake, R. E. (2000). Case study. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research. (2nd ed.). Thousand Oaks, CA: Sage.
  • Stake, R. E. (2005). Qualitative case studies. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research. (3rd ed.). Thousand...
  • Stake, R. E. (2006). Multiple case study analysis. New York, NY: The Guildford Press.
  • Usma, J., & Frodden, C. (2003). Promoting teacher autonomy through educational innovation. IKALA, Revista de Lenguage y Cultura, 8 (14),...
  • Usma, J. (2015). From transnational language policy transfer to local appropriation the case of the national bilingual program in Medellín,...
  • Vargas, N., & Abouchaar, Alberto. (2001). Project work as the central part of the curriculum. PROFILE, Issues in Teachers’ Professional...
  • Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. International Institute for Educational...
  • Wood, A., Luke, A., & Weir, K. (2010). Curriculum and syllabus design. Australia: Elsevier.
  • Yin, R. (2003). Case study research: Design and methods. Thousand Oaks, CA: Sage.
  • Zeichner, K. M. (2011). Teacher education for social justice. In M. R. Hawkins (Ed.), Social justice language teacher education (pp. 7-22)....