Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Embracing Conceptualizations of English Language Teacher Education From a Complexity Perspective
Acoger conceptualizaciones de la formación del docente de inglés desde una perspectiva compleja
DOI:
https://doi.org/10.15446/profile.v23n2.82765Keywords:
complex system, complexity perspective, complexity principles, English language teacher education (en)formación de docentes de inglés, perspectiva de complejidad, principios de complejidad, sistema complejo (es)
Current conceptualizations of foreign language teacher education fail to represent the complexity of such education. This reflection highlights the need to embrace English language teacher education from a complex perspective. To explain this position, we define complex systems and complexity principles through examples of interconnected components of teacher education. Then, we trace emergent conceptualizations from theory and governmental documents that resonate with a complexity perspective. We suggest that efforts in this direction may better prepare prospective English teachers to face challenging realities in educational settings and will eventually improve students’ learning, an outcome every stakeholder is aiming at.
Las conceptualizaciones actuales de la formación de docentes de lenguas extranjeras no representan la complejidad de dicha formación. Esta reflexión destaca la necesidad de abordar la formación de profesores de inglés desde una perspectiva compleja. Para explicar esta posición, definimos los sistemas complejos y los principios de complejidad a través de ejemplos de componentes interconectados de la formación del profesorado. A continuación, rastreamos las conceptualizaciones emergentes de la teoría y los documentos gubernamentales que resuenan con una perspectiva de complejidad. Los esfuerzos en esta dirección pueden preparar mejor a los futuros profesores de inglés para enfrentarse a las desafiantes realidades de los entornos educativos y, en última instancia, mejorarán el aprendizaje de los estudiantes, un resultado al que aspiran todas las partes interesadas.
References
Arellano, M. C. (2016). El paradigma de la complejidad: su impacto en la educación y el proceso de enseñanza-aprendizaje de lenguas-culturas extranjeras. Kimun: Revista Interdisciplinaria de Formación Docente, 2(3), 22–48.
Arismendi, F. A. (2016). La competencia plurilingüe y pluricultural en la formación de futuros docentes de lenguas extranjeras en una universidad pública en Colombia. Folios, 1(44), 109–125. https://doi.org/10.17227/01234870.44folios109.125
Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392–402. https://doi.org/10.1016/j.tate.2016.07.024
Barberousse, P. (2008). Fundamentos teóricos del pensamiento complejo de Edgar Morin. Revista Electrónica Educare, 12(2), 95–113. https://doi.org/10.15359/ree.12-2.6
Cárdenas, M. L., González, A., & Álvarez, J. A. (2010). In service English teachers’ professional development: Some conceptual considerations for Colombia. Folios, (31), 49–68. https://doi.org/10.17227/01234870.31folios49.67
Carta de Fortaleza. (2010, September 24). http://www.comitepaz.org.br/download/Carta de Fortaleza 2010.pdf
Castañeda-Londoño, A. (2019). Revisiting the issue of knowledge in English language teaching: A revision of literature. GiST Education and Learning Research Journal, 18(18), 220–245. https://doi.org/10.26817/16925777.452
Cochran-Smith, M. (2003). Teaching quality matters. Journal of Teacher Education, 54(2), 95–98. https://doi.org/10.1177/0022487102250283
Cochran-Smith, M., Baker, M., Burton, S., Chang, W.-C., Cummings Carney, M., Fernández, M. B., Stringer Keefe, E., Miller, A. F., & Sánchez, J. G. (2017). The accountability era in US teacher education: Looking back, looking forward. European Journal of Teacher Education, 40(5), 572–588. https://doi.org/10.1080/02619768.2017.1385061
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., & Aitken, G. (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1–38.
Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305. https://doi.org/10.3102/0091732x024001249
Cochran-Smith, M., & Zeichner, K. M. (Eds.). (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962
Davis, B., & Sumara, D. (Eds.). (2006). Complexity and education: Inquiries into learning, teaching, and research. Lawrence Erlbaum.
Davis, B., & Sumara, D. (2012). Fitting teacher education in/to/for an increasingly complex world. Complicity: An International Journal of Complexity and Education, 9(1), 30–40. https://doi.org/10.29173/cmplct16531
Ell, F., Haigh, M., Cochran-Smith, M., Grudnoff, L., Ludlow, L., & Hill, M. F. (2017). Mapping a complex system: what influences teacher learning during initial teacher education? Asia-Pacific Journal of Teacher Education, 45(4), 327–345. https://doi.org/10.1080/1359866X.2017.1309640
Fandiño-Parra, Y. J. (2010). Research as a means of empowering teachers in the 21st century. Educación y Educadores, 13(1), 109–124. https://doi.org/10.5294/edu.2010.13.1.7
Fandiño-Parra, Y. J., Bermúdez-Jiménez, J., Ramos-Holguín, B., & Arenas-Reyes, J. C. (2016). Nuevos discursos en la formación docente en lengua materna y extranjera en Colombia. Educación y Educadores, 19(1), 46–64. https://doi.org/10.5294/edu.2016.19.1.3
Feiman-Nemser, S. (1990). Conceptual orientations in teacher education. National Center for Research on Teacher Education, (90–2), 1–23.
Fontalvo, R. (2017). Complejidad y educación: lecciones que humanizan el cambio. Educación y Humanismo, 19(33), 226–229.
Freeman, D. (2006). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27–45. https://doi.org/10.2307/3587506
García, M., & Rey, L. (2013). Teachers’ beliefs and the integration of technology in the EFL class. How, 20(1), 51–72. https://www.howjournalcolombia.org/index.php/how/article/view/23
García-Jaramillo, S., Maldonado-Carrizosa, D., Perry-Rubio, G., Rodríguez-Orgales, C., & Saavedra-Calvo, J. E. (2014). Tras la excelencia docente: cómo mejorar la calidad de la educación para todos los colombianos. Fundación Compartir. https://doi.org/10.17227/0120391.67rce89.105
Giraldo, E., Cadavid, A. M., & Flórez, S. (2019). Posibilidad de acuerdos sobre las concepciones de currículo para la formación de maestros. Educación y Educadores, 22(1), 9–22. https://doi.org/10.5294/edu.2019.22.1.1
Gómez-Francisco, T. (2010). El nuevo paradigma de la complejidad y la educación: una mirada histórica. Polis, Revista de la Universidad Bolivariana, 9(25), 183–198. Retrieved from https://www.redalyc.org/articulo.oa?id=30512376010
Gómez-Muñoz, G. (2010). Las creencias de los profesores de ELE acerca de la práctica de la expresión escrita: estudio de caso [Master’s tesis, Universitat de Barcelona, Spain]. ResearchGate. https://bit.ly/2YANbS9
Gray, D. S., & Colucci-Gray, L. (2010). Challenges to ITE research in conditions of complexity. Journal of Education for Teaching, 36(4), 425–439. https://doi.org/10.1080/02607476.2010.513856
Guerrero-Nieto, C. H., & Quintero-Polo, A. H. (2009). English as a neutral language in the Colombian national standards: A constituent of dominance in English language education. Profile: Issues in Teachers’ Professional Development, 11(2), 135–150. https://revistas.unal.edu.co/index.php/profile/article/view/11447
Hamilton, M. L., & Clandinin, D. J. (2011). Becoming researchers in the field of teaching and teacher education. Teaching and Teacher Education, 27(4), 681–682. https://doi.org/10.1016/j.tate.2011.02.001
Hattie, J. (2008). Visible learning. Routledge. https://doi.org/10.4324/9780203887332
Hill-Jackson, V., & Lewis, C. W. (Eds.). (2010). Transforming teacher education: What went wrong with teacher training, and how we can fix it (1st ed.). Stylus Publishing.
Hongboontri, C., & Keawkhong, N. (2014). School culture: Teachers’ beliefs, behaviors, and instructional practices. Australian Journal of Teacher Education, 39(5). https://doi.org/10.14221/ajte.2014v39n5.7
Iannone, R. V., & Carline, J. L. (1971). A humanistic approach to teacher education. Journal of Teacher Education, 22(4), 429–433. https://doi.org/10.1177/002248717102200409
Johnson, K. E. (2009). Second language teacher education. Routledge. https://doi.org/10.4324/9780203878033
Johnson, N. (2009). Simple simplicity: A clear guide to complexity theory. Oneworld Publications.
Koopmans, M. (2017). Perspectives on complexity, its definition and applications in the field. Complicity: An International Journal of Complexity and Education, 14(1), 16–35. https://doi.org/10.29173/cmplct27611
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge. https://doi.org/10.4324/9780203832530
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford University Press.
Ling, L. M. (2017). Australian teacher education: Inside-out, outside-in, backwards and forwards? European Journal of Teacher Education, 40(5), 561–571. https://doi.org/10.1080/02619768.2017.1385599
Livingston, K., & Flores, M. A. (2017). Trends in teacher education: A review of papers published in the European journal of teacher education over 40 years. European Journal of Teacher Education, 40(5), 551–560. https://doi.org/10.1080/02619768.2017.1387970
López-Rupérez, F. (1997). Complejidad y educación. Revista Española de Pedagogía, 55(206), 103–112.
Ludlow, L. H., Ell, F., Cochran-Smith, M., Newton, A., Trefcer, K., Klein, K., Grudnoff, L., Haigh, M., & Hill, M. F. (2017). Visualizing teacher education as a complex system: A nested simplex system approach. Complicity: An International Journal of Complexity and Education, 14(1), 36–79. https://doi.org/10.29173/cmplct26053
Mansfield, C. F., & Volet, S. E. (2014). Impact of structured group activities on pre-service teachers’ beliefs about classroom motivation: An exploratory study. Journal of Education for Teaching, 40(2), 155–172. https://doi.org/10.1080/02607476.2013.869967
Martínez Agudo, J. de D. (2011). Perfil profesional idóneo del profesor de lengua extranjera: creencias del profesorado en formación. Revista Latinoamericana de Estudios Educativos (México), 41(1–2), 103–124.
McLean Davies, L., Dickson, B., Rickards, F., Dinham, S., Conroy, J., & Davis, R. (2015). Teaching as a clinical profession: Translational practices in initial teacher education – an international perspective. Journal of Education for Teaching, 41(5), 514–528. https://doi.org/10.1080/02607476.2015.1105537
Mèlich, J.-C. (2011). Filosofía de la finitud. Herder Editorial. https://doi.org/10.2307/j.ctvt7x7d8
Michel, A. (2016). Complex education systems: From steering change to governance. European Journal of Education, 51(4), 513–521. https://doi.org/10.1111/ejed.12186
Ministerio de Educación Nacional. (2013). Sistema colombiano de formación de educadores y lineamientos de política (1a ed.). Imprenta Nacional de Colombia.
Morante, J., & Gómez, A. (2007). ¿Sirven las políticas y prácticas de formación del profesorado para mejorar la educación? Una respuesta desde el análisis de la construcción social de la docencia. Archivos Analíticos de Políticas Educativas, 15(19), 1–25.
Morin, E. (1990). El Método I. Cátedra.
Morin, E. (2005). Introducción al pensamiento complejo (8th ed.). Gedisa.
Nguyen, M. H. (2016). Responding to the need for re-conceptualizing second language teacher education: The potential of a sociocultural perspective. International Education Studies, 9(12), 219. https://doi.org/10.5539/ies.v9n12p219
Pennington, M. C., & Richards, J. C. (2015). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
Phelps, R. (2005). The potential of reflective journals in studying complexity “in action.” Complicity: An International Journal of Complexity and Education, 2(1), 37–54. https://doi.org/10.29173/cmplct8726
Pinar, W. F., & Irwin, R. (Eds.). (2004). Curriculum in a new key: The collected works of Ted T. Aoki. Routledge. https://doi.org/10.4324/9781410611390
Radinger, T., Echazarra, A., Guerrero, G., & Valenzuela, J. P. (2018). OECD reviews of school resources: Colombia 2018. OECD. https://doi.org/10.1787/9789264303751-en
Resolución 18583, Ministerio de Educación Nacional, Diario Oficial No. 50.357 (2017). https://bit.ly/3f6svY0
Ricca, B. (2012). Beyond teaching methods: A complexity approach. Complicity: An International Journal of Complexity and Education, 9(2), 31–51. https://doi.org/10.29173/cmplct17985
Richards, J. C. (1998). Beyond training: Approaches to teacher education in language teaching. Cambridge University Press.
Roa-Acosta, R. (2006). Formación de profesores en el paradigma de la complejidad. Educación y Educadores, 1(9), 149–157.
Rodríguez, J., & Alamilla, P. (2018). La complejidad del conocimiento profesional docente y la formación del conocimiento práctico del profesorado. Actualidades Investigativas en Educación, 18(2). https://doi.org/10.15517/aie.v18i2.33129
Rubiano, C. I. (2013). A critical exploration of Colombian teacher education from Freire’s “directivity” perspective. Journal of Education for Teaching, 39(5), 574–589. https://doi.org/10.1080/02607476.2013.836341
Sandín, M. P. (2003). Investigación cualitativa en educación: fundamentos y tradiciones (1st ed.). McGraw-Hill.
Santoro, N. (2014). Identity and pedagogy in higher education: International comparisons. Journal of Education for Teaching, 40(4), 442–443. https://doi.org/10.1080/02607476.2014.930260
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass Publishers.
Schuck, S., Aubusson, P., Burden, K., & Brindley, S. (2018). Uncertainty in teacher education futures. Springer. https://doi.org/10.1007/978-981-10-8246-7
Smitherman Pratt, S. (2011). Emerging changes in teacher education. Complicity: An International Journal of Complexity and Education, 8(1), 43–49. https://doi.org/10.29173/cmplct10023
Stuart, J. S., & Tatto, M. T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33(5), 493–514. https://doi.org/10.1016/S0883-0355(00)00031-8
Tello, C. J. (2004). La formación docente en Argentina: abordaje epistemológico desde el paradigma de la complejidad. Profesorado: Revista de Currículum y Formación del Profesorado, 8(1), 1–9.
Torres-Martínez, S. (2009). Las vicisitudes de la enseñanza de lenguas en Colombia. Diálogos Latinoamericanos, (15).
Vaillant, D. (2007). Do initial and continuing professional development sufficiently prepare teachers to understand and cope with the complexities of today and tomorrow’s education? Journal of Educational Change, 8(2), 175–179. https://doi.org/10.1007/s10833-007-9028-8
van Geert, P., & Steenbeek, H. (2014). The good, the bad and the ugly? The dynamic interplay between educational practice, policy and research. Complicity: An International Journal of Complexity and Education, 11(2), 22–39. https://doi.org/10.29173/cmplct22962
Vezub, L. F. (2007). La formación y el desarrollo profesional docente frente a los nuevos desafíos de la escolaridad. Profesorado: Revista de Currículum y Formación del Profesorado, 11(1), 1–23. https://www.redalyc.org/articulo.oa?id=56711102
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge University Press.
World Bank. (2018). World development report: Learning to realize education’s promise. The World Bank Group. https://doi.org/10.1596/978-1-4648-0484-7_world_development_report
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
CrossRef Cited-by
1. Martha García Chamorro, Monica Rolong Gamboa, Nayibe Rosado Mendinueta. (2022). Initial Language Teacher Education: Components Identified in Research. Journal of Language and Education, 8(1), p.231. https://doi.org/10.17323/jle.2022.12466.
2. Yimmy Alexander Hoyos Pipicano, José Antonio España Delgado. (2025). Disrupting Rural Local Realities through Inquiry-Based Learning in the EFL Classroom. Íkala, Revista de Lenguaje y Cultura, 30(1) https://doi.org/10.17533/udea.ikala.355857.
3. Indira Niebles-Thevening, Angela Bailey, Nayibe Rosado. (2022). Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context. Profile: Issues in Teachers' Professional Development, 24(2), p.99. https://doi.org/10.15446/profile.v24n2.92797.
4. Mimi Li, Lianjiang Jiang. (2026). The Palgrave Encyclopedia of Computer-Assisted Language Learning. , p.1. https://doi.org/10.1007/978-3-031-51447-0_312-1.
Dimensions
PlumX
Article abstract page views
Downloads
License
Copyright (c) 2021 Martha Garcia-Chamorro, Nayibe Rosado-Mendinueta
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
