Impact of a Professional Development Program on EFL Teachers’ Performance

Main Article Content

Alexandra Novozhenina
Margarita M. López Pinzón


This article gives an account of a project aimed at improving the teaching practice and self-reflection of English as a foreign language teachers in Manizales (Colombia) by means of a professional development program. At the initial stage, surveys, class observations, and documentary analysis allowed the researchers to identify teachers’ professional needs, as well as the areas that needed improvement. During the action stage, class observations, informal chats, and a survey were used in order to reveal the impact of the professional development program. Findings demonstrated that although the program initiated some slight changes in teachers’ performance and reflection, it still left space for more training and improvement.

Article Details

How to Cite
Novozhenina, A., & López Pinzón, M. M. (2018). Impact of a Professional Development Program on EFL Teachers’ Performance. HOW Journal, 25(2), 113-128.
Reports on Pedagogical Experiences
Author Biographies

Alexandra Novozhenina, Centro Colombo Americano University of Caldas

Alexandra Novozhenina obtained her BA degree from Southern Federal University in Russia and graduated in the Master’s in English didactics program of Universidad de Caldas. She has taught adults, teenagers, and children at English and bi-national centers. She has also been working as an academic supervisor.

Margarita M. López Pinzón

Margarita M. López Pinzón holds an MA in English didactics from Universidad de Caldas. She is the director of the master’s program in English didactics at the same university and has been teaching graduate and undergraduate courses. She has been doing educational research and sharing her findings at different events in Colombia.


Chaves, O., & Guapacha, M. E. (2014). Impact of a professional development program on the teaching of public schools English teachers in Cali. Manizales, CO.

Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teacher and Teacher Education, 11(3), 243-261.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Oxon, UK: Routledge.

Connelly, F. M., Clandinin D. J., & He, M. F. (1997). Teachers’ personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), 665-674.

Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. Thousand Oaks, US: Sage Publications.

Day, C. (1999). Developing teachers: The challenges of lifelong learning. London, UK: Falmer Press.

Diaz-Maggioli, G. (2004). Teacher-centered professional development. Alexandria, US: ASCD.

Eros, J. (2011). The career cycle and the second stage of teaching: Implications for policy and professional development. Arts Education Policy Review, 112(2), 65-70.

Freeman, D. (1989). Teacher training, development, and decision-making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27-45.

Glatthorn, A. (1995). Teacher development. In L. Anderson (Ed.), International encyclopedia of teaching and teacher education (pp. 41-57). London, UK: Pergamon Press.

Knowles, M. (1973). The adult learner: A neglected species. Houston, US: Gulf Publishing Company.

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

Loeb, S. (2008). Teacher quality: Improving teacher quality and distribution. Retrieved from

Mizell, H. (2010). Why professional development matters? Oxford, US: Learning Forward.

Murray, A. (2010). Empowering teachers through professional development. English Teaching Forum, 48(1), 2-11.

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.

Potter, T. S., & Badiali, B. J. (2001). Teacher leader. Larchmont, US: Eye on Education.

Richards, J. C. (2010). Competence and performance in language teaching. RELC Journal, 41(2), 101-122.

Rodríguez Bonces, M. (2014). Organizing a professional learning comminuty: A strategy to enhance professional development. Íkala, Revista de Lenguaje y Cultura, 19(3), 307-319.

Saylag, R. (2012). Self reflection on the teaching practice of English as a second language: Becoming the critically reflective teacher. Procedia: Social and Behavioral Sciences, 46, 3847-3851.

Tice, J. (2004). Reflectvie teaching: Exploring our own classroom practice. Retrieved from

UNESCO. (1990). Innovations and initiatives in teacher education in Asia and the Pacific region (Vol. 1). Retrieved from

UNESCO. (2015). The right to education and the teaching profession. Paris, FR: UNESCO Education Sector.

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

Yates, C. (2007). Teacher education policy: International development discourses and the development of teacher education. Retrieved from

Zeichner, K. M., & Tabachnik, B. R. (1999). Participatory development and teacher education reform in Namibia. In K. Zeichner & L. Dahlstrom (Eds.), Democratic teacher education reform in Africa: The case of Namibia. Boulder, US: Westview Press.