Impact of a Professional Development Program on EFL Teachers’ Performance

Alexandra Novozhenina; Margarita M. López Pinzón

doi:10.19183/how.25.2.406

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Published: Jul 30, 2018

DOI: https://doi.org/10.19183/how.25.2.406

Keywords:

Teacher performance, teacher professional development, teacher self-reflection, teacher training

Alexandra Novozhenina

Centro Colombo Americano University of Caldas

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.

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

Issue

Vol. 25 No. 2: (July/December 2018)

Section

Reports on Pedagogical Experiences

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.

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.

References

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Alexandra Novozhenina, Centro Colombo Americano University of Caldas

Margarita M. López Pinzón

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