Characterizing ASOCOPI: Its Affiliates, Ideals, and Contributions

Main Article Content

Edgar Lucero
Zulay Díaz

Abstract

This article presents the results of an on-line cross-sectional questionnaire and further discussion about the characterization of ASOCOPI’s affiliates, their expectations of being a member, and the contributions that the association has made to their professional development. The respondents’ answers were analyzed by following a statistical analysis and a content analysis under a survey research approach. Findings reveal that the Association has highly qualified and experienced English teachers who maintain expectations in relation to encountering opportunities to update its teaching and research knowledge, creating professional links, and knowing about academic events and studies in the field. Contributions are oriented to their teaching, research, and professional practices. Discussion highlights prominent issues about the Association’s profile, trends, and ideals.

Article Details

How to Cite
Lucero, E., & Díaz, Z. (2016). Characterizing ASOCOPI: Its Affiliates, Ideals, and Contributions. HOW Journal, 23(2), 10-34. https://doi.org/10.19183/how.23.2.266
Section
Research Reports
Author Biographies

Edgar Lucero, Universidad de La Salle

Edgar Lucero is a full-time teacher for the BA program in Spanish, English, and French of Universidad de La Salle. He works on the curricular areas of Didactics, Research, and Pedagogical Practices. His research interests are in the analysis of discourse in classroom interaction and in the teaching-learning practices in classroom activities.

Zulay Díaz, Universidad de La Salle

Zulay Díaz holds a BA Degree in Spanish and Languages from Universidad Pedagógica Nacional (Bogotá, Colombia), and an MA Degree in Applied Linguistics to the Teaching of English as a Foreign Language from Universidad Distrital (Bogotá, Colombia). She has been a university teacher for 19 years and is now involved in online education, too.

References

Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2014). Introduction to research in education (9thed.). Belmont, CA: Wadsworth.

Berg, B. L. (2001). Qualitative research methods for the social sciences. Boston, MA: Allyn and Bacon.

Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., & Smith, M. (2005). Creating and sustaining effective professional learning communities. (Research Report No. 637). Bristol, UK: University of Bristol.

Cárdenas, M. L. (2000). Action research by English teachers: An option to make classroom research possible. Colombian Applied Linguistics Journal, 2(1), 15-26.

Cárdenas, M. L. (2015). Editorial. HOW, 22(2), 7-10. Retrieved from http://dx.doi.org/10.19183/how.22.2.149.

DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree Press.

Estatutos de la Asociación Colombiana de Profesores de Inglés (n.d.). [PDF File]. Retrieved fromhttp://www.asocopi.org/files/Estatutos_ASOCOPI_2012_pdf.pdf.

Falcão, A., & Szesztay, M. (Eds.). (2006). Developing an association for language teachers: An introductoryhandbook (3rd ed.). Kent, UK: IATEFL.

Fandiño, Y. (2010). Research as a means of empowering teachers in the 21st Century. Educación y Educadores, 13(1), 109-124. http://dx.doi.org/10.5294/edu.2010.13.1.7.

Fullan, M. (2006, November). Leading professional learning. The School Administrator, 10-14. Retrieved from http://www.aasa.org/SchoolAdministratorArticle.aspx?id=7620.

García-Guadilla, C. (1997). Situación y principales dinámicas de transformación de la educación superior en América Latina. Texas, USA: CRESAL/UNESCO.

Graham, P. (2007). The role of conversation, contention, and commitment in a professional learning community. Retrieved from http://legacy-textbook-qa.cnx.org/content/m14270/1.1/.

Griffee, D. T. (2012). An introduction to second language research methods: Design and data. Berkeley, CA: TESL-EJ Publications.

Ibarra, O.A. (2004). La educación y la cultura como misión del maestro. In I. Flores Arévalo (Ed.), ¿Cómo estamos formando a los maestros en América Latina? (pp. 7-18). Lima, PE: PROEDUCA-GTZ.

Krippendorff, K. (2013). Content analysis: An introduction to its methodology (2nd ed.). Thousand Oaks, CA: Sage.

Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum Associates.

Pennycook, A. (2010). Language as a local practice. Milton Park, UK: Routledge.

Pickering, G. (1999). The learning organisation: An idea whose time has come? ELT Management,27, 5-8.

Pickering, G. (2011, December). Sharing best practices: Strengthening and extending teachers’ associations inSouth Asia. Seminar conducted at the Brac. Inc, Savar on the outskirts of Dhaka, Bangladesh.

Quintero-Polo, A., & Guerrero, H. (2010). Dimensión social de la educación de docentes de inglés: intersección entre innovación pedagógica e investigación formativa. In T. Gimenez & M. C.De Góes Monteiro, (Eds.), Formacao de professores de linguas na América Latina e transformacao social (pp. 167-186). Campinas, BR: Ponte Editores.

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511667237.

Richmond, V. P. & McCroskey, J. C. (Eds.) (1992). Power in the classroom: Communication, control, and concern. Hillsdale, NJ: Lawrence Erlbaum Associates.

Rincón, L. J. (2015). Teachers’ formation and classroom research: Key element for the professional formation and development of language educators. Paper presented at the II Congreso Internacional Investigar en Educación y Educar en Investigación: Avances y Perspectivas. Medellín, CO.

Short, P. M. (1994). Defining teacher empowerment. Education, 114(4), 488-492.

Spolsky, B. (2004). Language policy: Key topics in sociolinguistics. Cambridge, UK: Cambridge University Press.

Stoll, L., & Seashore, K. (Eds.). (2007). Professional learning communities: Divergence, depth, and dilemmas. Maidenhead, UK: Open University Press.

Viáfara, J. J. (2007). Student teachers’ learning: The role of reflection in their development of pedagogical knowledge. Cuadernos de Lingüística Hispánica, 9, 225-242.

Viáfara, J. J., & Ariza, J. A. (2008). Un modelo tutorial entre compañeros como apoyo al aprendizaje autónomo del inglés. Íkala, Revista de Lenguaje y Cultura, 13(19), 173-209.

Wallace, S. (2011). Teaching, tutoring and training in the lifelong learning sector (4th ed.). Exeter, UK: Learning Matters.

Weber, R. P. (1990). Basic content analysis (2nd ed.). Newbury Park, CA: Sage. http://dx.doi.org/10.4135/9781412983488.

Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B. M. Wildemuth (Ed.), Applications of social research methods to questions in information and library science (pp. 308-319). Westport, CT: Libraries Unlimited.