On the Professional Development of English Teachers in Colombia and the Historical Interplay with Language Education Policies

Abstract

The professional development of English teachers is a significant area in language teaching and learning, as well as in teacher education. On the one hand, at least in theory, professional development initiatives respond to the teachers’ changing needs. On the other hand, it reflects the beliefs that different educational authorities and stakeholders have about English uses and education. In this self-study, I consider the professional development of English teachers in Colombia and its tight connection to the language education policies of the country. Following a chronological approach, I present the findings as landmarks that have contributed to my reflections and research around professional development and language education policies. Discussing the findings, I show how the discourses and decisions about teachers’ continuing learning represent certain views of language, second language acquisition, English language teaching and learning, and teachers as professionals. This self-study addresses some of the concepts that illuminate the discourses that have shaped English teachers’ professional development. Focusing primarily on the development of the National Program of Bilingualism, I underscore the power of these concepts over the major decisions made at the local and school levels. In the analysis of the past and present of teachers’ professional development in Colombia, I conclude on the necessity of maintaining critical scholarly work to contribute to the construction of local knowledge for future reflection.

Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development

“…There is an urgent need to challenge the tenets of the national English language education policy as they reproduce discourses of colonialism and undermine teachers' professionalism (Álvarez et al, 2011;González, 2007;Guerrero, 2008). Teacher educators and teachers are to work collaboratively, insisting on setting up new agendas that inform policymakers about the necessity of a paradigm shift in ELT and professional development (Fandiño-Parra, 2021;González, 2021;Granados-Beltrán, 2018;Le Gal, 2018;Usma-Wilches, 2015). Only through democratic, situated, and decolonial views of English, ELT, English teachers, and professional development can the country achieve its educational targets.…”

“…The proliferation of PDPs for English teachers after launching the NPB conveyed growing interest in the study of professional development in Colombia (Buendía & Macías, 2019). Various local scholars have reflected on the design and implementation of professional development initiatives highlighting important issues as the language education policies have historically shaped PDPs (González, 2021). Recent critical and locally-constructed knowledge about English teachers' professional growth includes the emphasis on coverage over sustainability and quality of PDPs (Álvarez et al, 2011), the limited access to professional development for English teachers in rural areas (Bonilla-Medina & Cruz-Arcila, 2013), and the predominance of colonial epistemologies in ELT, teacher education, and professional development (Fandiño-Parra, 2021;Granados-Beltrán, 2018, Guerrero, 2008Usma-Wilches, 2015).…”

EFL Teacher Professional Development Needs: Voices from the Periphery

“…(Rubiano et al, 2000). Nonetheless, many options teachers have to pursue PD are limited to conferences, publishing companies' events, and postgraduate studies (González-Moncada, 2021). In a study about PD needs of EFL teachers in Colombia, González-Moncada (2003) asserts that "English teachers claimed the urgency to propose PD programs that responded to the particularities of their settings and included their voices in the design" (as cited in González-Moncada, 2021, p. 141).…”

Perfeccionando Habilidades Del Idioma Inglés Y Su Enseñanza: Relatos De Becarios Del Programa Go Teacher

“…El desarrollo profesional de los docentes de inglés constituye un desafío no solo por su actualización en el dominio del idioma sino también por el conocimiento pedagógico (Giraldo, 2014). Las políticas educativas implementadas por las autoridades del sistema educativo afectan a estudiantes, docentes e instituciones (González-Moncada, 2021). Una de las iniciativas para contribuir a la mejora continua de los docentes son los programas de inmersión que han reportado resultados positivos para docentes en países como China (Romero & Vasilopoulos, 2020) y Tailandia (Liyanage et al, 2021).…”