Claudia Camila Coronado-Rodríguez, Luisa Fernanda Aguilar-Peña, María Fernanda Jaime-Osorio
{"title":"哥伦比亚农村公立学校基于任务的教师发展计划","authors":"Claudia Camila Coronado-Rodríguez, Luisa Fernanda Aguilar-Peña, María Fernanda Jaime-Osorio","doi":"10.19183/how.29.1.640","DOIUrl":null,"url":null,"abstract":"This document reports on a research study carried out in a rural public school in Colombia. The aim of the study was to identify the impact of a task-based teacher development program on three primary school teachers’ teaching practices. To this effect, we used a survey, classroom observations, and semi-structured interviews before and after the implementation of the development program. We identified that teachers' perceptions, beliefs, and realities in their teaching practice influenced their performance, inside and outside the classroom. The results also showed that participants improved their teaching practices regarding the processes of lesson planning and materials design. They also improved their English language performance regarding pronunciation and vocabulary use.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":" ","pages":""},"PeriodicalIF":0.4000,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Task-based Teacher Development Program in a Rural Public School in Colombia\",\"authors\":\"Claudia Camila Coronado-Rodríguez, Luisa Fernanda Aguilar-Peña, María Fernanda Jaime-Osorio\",\"doi\":\"10.19183/how.29.1.640\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This document reports on a research study carried out in a rural public school in Colombia. The aim of the study was to identify the impact of a task-based teacher development program on three primary school teachers’ teaching practices. To this effect, we used a survey, classroom observations, and semi-structured interviews before and after the implementation of the development program. We identified that teachers' perceptions, beliefs, and realities in their teaching practice influenced their performance, inside and outside the classroom. The results also showed that participants improved their teaching practices regarding the processes of lesson planning and materials design. They also improved their English language performance regarding pronunciation and vocabulary use.\",\"PeriodicalId\":43460,\"journal\":{\"name\":\"How-A Colombian Journal for Teachers of English\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2022-02-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"How-A Colombian Journal for Teachers of English\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.19183/how.29.1.640\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"How-A Colombian Journal for Teachers of English","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.19183/how.29.1.640","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A Task-based Teacher Development Program in a Rural Public School in Colombia
This document reports on a research study carried out in a rural public school in Colombia. The aim of the study was to identify the impact of a task-based teacher development program on three primary school teachers’ teaching practices. To this effect, we used a survey, classroom observations, and semi-structured interviews before and after the implementation of the development program. We identified that teachers' perceptions, beliefs, and realities in their teaching practice influenced their performance, inside and outside the classroom. The results also showed that participants improved their teaching practices regarding the processes of lesson planning and materials design. They also improved their English language performance regarding pronunciation and vocabulary use.