Impact of a Professional Development Program on EFL Teachers’ Performance

Main Article Content

Alexandra Novozhenina
Margarita M. López Pinzón

Abstract

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, 25(2), 113–128. https://doi.org/10.19183/how.25.2.406
Section
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.

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