Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Contextualization of Training Input in Multi-Level Replication and Scaling-up Approach in EFL Teacher-Training
Contextualización de módulos de capacitación como estrategia para la repetición multinivel y el escalamiento en la formación de docentes de inglés
DOI:
https://doi.org/10.15446/profile.v24n2.92497Keywords:
contextualization, in-service, replication, sustainability, teacher-training (en)ampliación, capacitación docente, contextualización, docentes en ejercicio, sostenibilidad, reiteración (es)
This study deviates from the standard view of template-based training courses that have dominated the experience of in-service English teachers in Ecuador. Its purpose is to underscore the contextualization of training modules as a strategic method for duplicating and scaling up multi-level teacher training to sustain their knowledge and skills. The impact is assessed through a three-level survey administered to 394 teachers from three provinces. The results suggest that the influence of class size and the adaptability and replicability of training are factors that influence the effectiveness and sustainability of an English as a foreign language program. The study highlights the crucial role of collaboration that facilitates collective efforts to contextualize training to achieve profound insight related to classroom practices.
Este estudio se desvía de la postura tradicional de las capacitaciones que han dominado la experiencia de los profesores de inglés en Ecuador. Se buscó realzar la contextualización de los módulos de capacitación como un método estratégico de reiteración y ampliación para consolidar el conocimiento y habilidades de los docentes. Para evaluar el impacto del método, se realizó una encuesta a 394 profesores de tres provincias. Los resultados sugieren que el tamaño de la clase y la adaptabilidad y reiteración de las capacitaciones son factores que influencian la efectividad y sostenibilidad de un programa de inglés. Este estudio reafirma la importancia de la colaboración a fin de aunar los esfuerzos colectivos para lograr reflexiones profundas relacionadas con la práctica docente.
References
Al Asmari, A. A. (2015). Communicative language teaching in EFL university context: Challenges for teachers. Journal of Language Teaching and Research, 6(5), 976–984. https://doi.org/10.17507/jltr.0605.09
Al-Wreikat, Y. A. A. S., Abdullah, B., & Kabilan, M. K. (2010). An evaluation of Jordanian EFL teachers’ in-service training courses teaching techniques effectiveness. English Language Teaching, 3(4), 18–27. https://doi.org/10.5539/elt.v3n4p18
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Brauckmann, S., Pashiardis, P., & Ärlestig, H. (2020). Bringing context and educational leadership together: Fostering the professional development of school principals. Professional Development in Education. https://doi.org/10.1080/19415257.2020.1747105
Bunch, G. C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37(1), 298–341. https://doi.org/10.3102/0091732X12461772
Burgin, X., & Daniel, M. C. (2017). Exploring English language teaching in an Ecuadorian urban secondary institution. GIST: Education and Learning Research Journal, (14), 107–134. https://doi.org/10.26817/16925777.364
Calle, A. M., Argudo, J., Cabrera, P., Calle, M. D., & León, M. V. (2015). El impacto de la capacitación a profesores fiscales de inglés de Cuenca. Maskana, 6(1), 53–67. https://doi.org/10.18537/mskn.06.01.05
Calle, A., Calle, S., Argudo, J., Moscoso, E., Smith, A., & Cabrera, P. (2012). Los profesores de inglés y su práctica docente: un estudio de caso de los colegios fiscales de la ciudad de Cuenca, Ecuador. Maskana, 3(2), 1–17. https://doi.org/10.18537/mskn.03.02.01
Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3–12. https://doi.org/10.3102/0013189X032006003
Constante, S. (2016, September 19). Ecuador busca profesores de inglés. El País. https://bit.ly/3dcbjSe
Education First. (2019). EF English Proficiency Index: A ranking of 100 countries and regions by English skills. https://bit.ly/3jcfDEE
Fraga‐Cañadas, C. P. (2010). Beyond the classroom: Maintaining and improving teachers’ language proficiency. Foreign Language Annals, 43(3), 395–421. https://doi.org/10.1111/j.1944-9720.2010.01090.x
Gebre, E. H., & Polman, J. L. (2020). From “context” to “active contextualization”: Fostering learner agency in contextualizing learning through science news reporting. Learning, Culture and Social Interaction, 24. https://doi.org/10.1016/j.lcsi.2019.100374
Ministerio de Educación del Ecuador. (n.d.). Currículo 2016: lengua extranjera. https://educacion.gob.ec/curriculo-lengua-extranjera/
Nguyen, D., & Ng, D. (2020). Teacher collaboration for change: Sharing, improving, and spreading. Professional Development in Education, 46(4), 638–651. https://doi.org/10.1080/19415257.2020.1787206
Ortega-Auquilla, D. P., & Auccahuallpa-Fernández, R. A. (2017). La educación ecuatoriana en inglés: nivel de dominio y competencias lingüísticas de los estudiantes rurales. Revista Scientific, 2(6), 52–73. https://doi.org/10.29394/scientific.issn.2542-2987.2017.2.6.3.52-73
Richards, J. C. (2010). Competence and performance in language teaching. RELC Journal, 41(2), 101–122. https://doi.org/10.1177/0033688210372953
Silseth, K., & Erstad, O. (2018). Connecting to the outside: Cultural resources teachers use when contextualizing instruction. Learning, Culture and Social Interaction, 17, 56–68. https://doi.org/10.1016/j.lcsi.2017.12.002
U.S. Department of State. (n.d.). AEIF 2017 winners announced! Retrieved December 17, 2019, from https://alumni.state.gov/aeif/aeif-2017-winners
Villafuerte-Holguin, J. S., & Macías-Mosquera, K. Y. (2020). Teaching English language in Ecuador: A review from the inclusive educational approach. Journal of Arts and Humanities, 9(2), 75–90.
Vold, E. T. (2017). Qualifying foreign language teachers: Is teacher training enough? International Journal of Educational Research, 82, 40–53. https://doi.org/10.1016/j.ijer.2016.12.002
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
License
Copyright (c) 2022 Hazel Acosta, Diego Cajas, Elizabeth Minchala
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.
