Knowledge Base and EFL Teacher Education Programs: A Colombian Perspective

Fandiño, Y. (2012). Knowledge Base and EFL Teacher Education Programs: a Colombian Perspective. IKALA, Revista de lenguaje y cultura, 18(1), 83-95, 2013. ISSN 0123-3432

13 Pages Posted: 20 Jul 2013

Date Written: January 6, 2013

Abstract

In the 21st century, Colombian pre-service EFL Teacher Education Programs (TEPs) should study what constitutes the core knowledge base for language teachers to be effective in their profession. These programs must refrain from simply conceptualizing knowledge base as the acquisition of the basic skills required for teaching, the competency of educators in their subject matter area, and the use of pedagogical skills. Instead, they should strive to reflect on what Colombian language teachers need to know about teaching and learning, and study how their knowledge, beliefs, and attitudes inform their practices. A starting point to do so is to interpret the variety of proposals that have been generated through the years in the field. This paper offers a review of what teacher knowledge base is, presents an overview of how Colombian EFL TEPs are working on teacher knowledge, and suggests some strategies to envision a more complete framework of reference for teacher formation in Colombia.

Keywords: teacher education, second language instruction, teacher qualifications, educational personnel training, knowledge base

Suggested Citation

Fandiño Parra, Yamith, Knowledge Base and EFL Teacher Education Programs: A Colombian Perspective (January 6, 2013). Fandiño, Y. (2012). Knowledge Base and EFL Teacher Education Programs: a Colombian Perspective. IKALA, Revista de lenguaje y cultura, 18(1), 83-95, 2013. ISSN 0123-3432 , Available at SSRN: https://ssrn.com/abstract=2296098

Yamith Fandiño Parra (Contact Author)

Universidad de La Salle ( email )

Carrera 5 No.59A-44
Bogota
Colombia

HOME PAGE: http://teacheryamith.wikispaces.com/

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