Running head: IMPACT OF THE QUALIFICATION PROGRAMS ON EFL PUBLIC TEACHERS’
PROFESSIONAL AND PERSONAL DEVELOPMENT.
The Impact of Qualification Programs on EFL Teachers’ Professional and Personal
Development: Teachers’ Voices
Ángela Andrea Romero Mendoza
Universidad Distrital Francisco José de Caldas
School of Science and Education
Master in Applied Linguistics to the Teaching of English
Bogotá, Colombia
2017.
IMPACT OF THE QUALIFICATION PROGRAMS ON EFL PUBLIC TEACHERS’ PROFESSIONAL
AND PERSONAL DEVELOPMENT.
The Impact of Qualification Programs on EFL Teachers’ Professional and Personal
Development: Teachers’ Voices
Angela Andrea Romero Mendoza
Thesis Director:
Clelia Pineda Báez (PhD)
A thesis submitted as a requirement to obtain the degree of
M.A. in Applied Linguistics to the Teaching of English
Universidad Distrital Francisco José de Caldas
School of Science and Education
Master in Applied Linguistics to the Teaching of English
Bogotá, Colombia
2017
IMPACT OF THE QUALIFICATION PROGRAMS ON EFL PUBLIC TEACHERS’ PROFESSIONAL
AND PERSONAL DEVELOPMENT.
Note of Acceptance
Thesis Director:
________________________________
Clelia Pineda Baéz (PhD)
Juror:
________________________________
Juror:
________________________________
IMPACT OF THE QUALIFICATION PROGRAMS ON EFL PUBLIC TEACHERS’ PROFESSIONAL
AND PERSONAL DEVELOPMENT.
Acuerdo 19 de 1988 del Consejo Superior Universitario
Artículo 177: “La Universidad Distrital Francisco José de Caldas no será responsable por las
ideas expuestas en esta tesis”.
IMPACT OF THE QUALIFICATION PROGRAMS ON EFL PUBLIC TEACHERS’ PROFESSIONAL
AND PERSONAL DEVELOPMENT.
Acknowledgements
First of all, I would like to express my gratitude and love to the magnanimous energy that
makes everything possible in my life and makes me feel sure that God exists. My gratitude is
also to my wonderful mom, my beautiful son and his father, the man who was with me during
this arduous but meaningful and enriching journey. They suffered my absence and lack of time
which made me get stronger to give my best in every single aspect of my life.
My special acknowledgements to my dear director Dr. Clelia Pineda, such a wonderful
and lovely woman who guided me throughout this long process. I want to say thank you as well
to Dr. Harold Castañeda who was always supporting me in many different ways.
Last, but not least, I would like to express my gratitude to all the people who was
involved in this study: directors of the programs who opened their doors to my research; the
teachers- participants and my interviewees, all of them made this possible.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 6
Table of Contents
Abstract ......................................................................................................................................... 11
Resumen ........................................................................................................................................ 12
Chapter 1 .................................................................................... ¡Error! Marcador no definido.3
Introduction … .............................................................................................................................. 13
Statement of the problem ........................................................... ¡Error! Marcador no definido.5
Research questions ....................................................................................................................... 18
Research objectives ...................................................................................................................... 18
Rationale ....................................................................................................................................... 19
Chapter 2: Theoretical Framework .............................................................................................. 21
Teachers’ Professional Development and Impact on Students’ Achievement…………………..21
Teachers Knowledge Base…………………………………………………...…………………..31
Teachers’ Welfare………………………………………………………………………………..40
Chapter 3: Research Design .......................................................................................................... 45
Type of study ................................................................................................................................ 45
Context .......................................................................................................................................... 46
Participants .................................................................................................................................... 47
Data collection Instruments .......................................................................................................... 48
Questionnaire ................................................................................................................................ 48
Semi-structured interviews ........................................................................................................... 52
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 7
Validation of Instruments………………………………………………………………………..53
Researcher’s Role and Ethical Issues……………………………………………………………54
Chapter 4 ....................................................................................................................................... 56
Data analysis ................................................................................................................................. 56
Data management.......................................................................................................................... 56
Data analysis framework............................................................................................................... 57
Findings ........................................................................................................................................ 60
Demographic information. ............................................................................................................ 61
The qualification programs: Opportunities for growth…….…………………………………….63
Lack of collegiality in schools ...................................................................................................... 82
Technology and Pedagogy: areas that deserve attention………………………………………...89
The role of research in fostering reflection………………………………………………………93
Teachers’ welfare as an aspect that requires attention……………………………………….…..98
The need to create and strengthen social networks…………………….……………………….101
Improving teachers conditions for other personal dimensions. .. ¡Error! Marcador no definido.7
Chapter 5 ..................................................................................................................................... 111
Conclusions ................................................................................................................................. 111
Limitations .................................................................................................................................. 119
Further research .......................................................................................................................... 120
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 8
References .................................................................................................................................. 121
Table of Appendices
Appendix A: Categories for the questionnaire for teachers ........................................................ 133
Appendix B: Teachers’ Questionnaire ....................................................................................... 140
Appendix C: Teachers’ Interview .............................................................................................. 143
Appendix D: Consent Form for Directors and Coordinators of the Programs ........................... 145
List of Figures
Figure 1. Knowledge base dimensions......................................................................................... 33
Figure 2 .Maslow’s hierarchy of needs ……………………………………………………........ 42
Figure 3. Number of female and male interviewees …………………………………………… 61
Figure 4. Interviewees’ ages ………………………………………………………………….... 61
Figure 5. Degree obtained before entering the current program ……………………………….. 62
Figure 6. Localities of Bogotá where participants work ……………………………………….. 62
Figure 7. Participants’ view on the impact on the Content Knowledge dimension ……………. 68
Figure 8. Participants’ view on the impact of their programs in classroom management and
environment ………………………………………………………………………….………… 71
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 9
Figure 9. Participants’ view on the impact of their programs in Content Presentation and
Organization and Methodologies with students from different ages …………………….…….. 72
Figure 10. Participants’ view on the impact of their programs in connection with student rapport,
feedback, assessment and evaluation ……………………………………………………..……. 74
Figure 11. Participants’ view on the impact of their programs in their repertoire of methodologies
to teach and strategies for interaction and collaborative work ……………………………..….. 77
Figure 12. Participants’ view on the impact of their programs to select, adapt and create materials …….79
Figure 13. Participants’ view on the impact of their programs on reflecting and knowing about
local policies ……………………………………………………………………………...……. 81
Figure 14. Participants’ view on the impact of their programs on curricular knowledge and
integration of EFL with other subjects ………………………………………………….……... 82
Figure 15. Participants’ view on the impact of their programs on the role of the physical and
psychological characteristics of the learner, expertise of students’ cognitive processes and
processes involved in language learning and acquisition ………………………….…………... 85
Figure 16. Participants’ view on the impact of their programs on the receptiveness to students’
context and adaptation of methodologies, strategies and material according to students’
characteristics and context ………………………………………………………………..……. 88
Figure 17. Participants’ view on the impact of their programs on the aspects which compose the
TPACK model ……………………………………………………………………………...….. 90
Figure 18. Participants’ view on the impact of their programs on reflect upon teaching practices,
expertise in examining the context, opportunities to innovate in the classes, and familiarity to
carry out research proposals …………………………..……………………………..…………. 94
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 10
Figure 19. Participants’ view on the impact of their programs on their basic needs (psychological
needs) and safety needs …………………………………………………………………..…….. 99
Figure 20. Participants’ view on the impact of their programs on their social needs ………….101
Figure 21. Participants’ view on the impact of their programs on their Esteem Needs …….....103
Figure 22. Participants’ view on the impact of their programs on their self-actualization needs…...…. .106
List of Tables
Table 1. Categories, description and characteristics of Shulman's and Maslow’s models………50
List of Graphs
Graph 1. Visual Display of the emergent categories…………………………………….………60
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 11
Abstract
The government of Colombia has implemented programs aimed at qualifying public
school teachers, as part of the policies to improve the quality of national education . This mixed
study analyzes areas of concern for EFL teachers in public schools in Bogotá who participated in
local government sponsored post-graduate programs and the impact of the qualification
programs on their professional and personal development. Sixty-nine teachers responded a
questionnaire of 41 questions and seven teachers participated in interviews based on the tenets of
Shulman’s Knowledge Base Teaching Model (1987, 2013) and Maslow’s Theory of Human
Needs (1943, 1954, 1971). These instruments aimed to explore their experience and perspectives
regarding the impact of the qualification programs. The findings indicate that the teachers
involved were driven by a genuine desire to energize and improve their daily practices and,
further, that the programs helped them to reflect and respond to the particularities of their
respective contexts and to gain confidence and recognition as researchers. The results highlight
the importance of professional development opportunities for teachers and the role of
collaborative work. Nevertheless, the findings raise questions about the continuity and
sustainability of such programs.
Key words: qualification programs, teachers’ personal development, professional development,
empowerment, knowledge base, welfare.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 12
Resumen
El gobierno de Colombia ha venido implementando programas de cualificación docente
con el objetivo de mejorar las prácticas de los docentes que trabajan en el sector público. Los
programas de cualificación docente son parte de las políticas de gobierno para mejorar la calidad
de la educación en la nación. Este estudio mixto analiza las áreas de interés para los profesores
de inglés de los colegios públicos de Bogotá que participaron en programas de posgrado
patrocinados por la Secretaría de Educación Distrital y el impacto de dichos programas en su
desarrollo profesional y personal. Sesenta y nueve docentes respondieron un cuestionario de 41
preguntas y siete de ellos a una entrevista basados en los principios del Modelo de Conocimiento
Base para la Enseñanza de Shulman (1987, 2013) y la Teoría de las Necesidades Humanas de
Maslow (1943, 1954, 1971). Dichos instrumentos fueron usados con el fin de explorar las
experiencias y percepciones del impacto de estos programas en los docentes de inglés. Los
hallazgos indican que los docentes se guiaron o se impulsaron por un deseo de energizar y
mejorar su práctica y que los programas los ayudaron a reflexionar y responder a las
particularidades de sus contextos, además de ganar confianza y reconocimiento como
investigadores. Los resultados resaltan la importancia de las oportunidades de desarrollo
profesional para los docentes, el rol del trabajo colaborativo y emergen preguntas acerca de la
continuidad y sostenibilidad de los programas.
Palabras clave: programas de cualificación, desarrollo personal, desarrollo profesional,
empoderamiento, conocimiento base para la enseñanza, bienestar.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 13
Chapter 1
Introduction
Quality of education has long been an important concern for governments and their
policies. Thus, policymakers have aimed to achieve higher quality in education by training and
qualifying teachers; training at this level can have ripple effect through students’ learning and
achievement. In order to fulfill this aim, government investment and sponsorships of
qualification programs for teachers has become more common in countries where there is a
perceived need to improve their education and economy.
This trend has been visible in some nations which have improved their education and
economic systems, as demonstrated by marked advances in international exam
performance over the span of less than a decade. All of these countries have in common
the importance and efforts they have assigned to the qualification of teachers through the
provision of continuous teacher development programs to achieve a high quality
education (García, et al., 2014).
Nevertheless, teachers’ professional development is not the only factor to consider in
order to guarantee higher quality in schools. For example, another important consideration for
success is student achievement. Some researchers have noted that the combination of teacher
training and teacher’s welfare are decisive factors in impacting student education. More
specifically, Connor et al., (2005) found that teachers’ qualifications and high income were
strongly correlated with stronger student achievement.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 14
Both professional development and personal development are important considerations
for teachers, and given the power they have to affect education quality, it is important to
investigate and analyze teacher needs, desires and concerns about qualification programs in order
to guide policymakers, governmental programs and universities as to teachers’ motivations to
carry out master programs and what needs these programs must address.
This study aims to report on how EFL public school teachers perceive the impact of the
qualification program sponsored by the local government of Bogota, in terms of both their
professional and personal development. The first chapter includes the statement of the problem,
research questions and objectives, and the rationale for the study. The second chapter offers a
literature review which discusses the main constructs that support this work. Chapter three
provides an account of the research design for this study, including the study type, context, and
participants involved, alongside a description of the data collection instruments, methods and
procedures. Chapter four details the procedures for data management and analysis, and the
findings of this research. Finally, chapter five presents the conclusions of the study, its
limitations and suggestions for further research. The following sections will outline contextual
factors, the governmental program in which this study is framed, the issues observed, and
theoretical considerations that gave rise to this study.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 15
Statement of the Problem
Government policies and programs are important for countries, cities, political action
plans and education goals. They aim to guide people’s actions and address areas that need special
attention. In the case of Bogotá, while serving a 4-year term, the mayor is accountable for
implementing and leading policies. Recently, the local government allocated
$131,000,000.000.00 COP (SED, 2013, p. 72) – to fund education processes as part of the 2012-
2016 Bogota Development Plan. This budget sought to improve the education of students in the
city and to qualify teachers working in public schools.
The money allocated by the Secretaría de Educación Distrital (SED) for teacher
qualification aimed to address motivational issues and at the same time to challenge the
traditional teaching methods that prevail in the public schools of Bogotá. Further, the training
was designed to offer teachers sufficient opportunities to respond to the contexts and needs of
students in the public sector (SED, 2012c).
The project proposed by the SED was called: Project 894: Empowered Teachers with
Better Welfare and Better Training and focused on three components: Teacher welfare,
qualification, and empowerment (Plan Sectorial de Educación - SED, 2013, p. 61). The program
intended to empower teachers to foster their intellectual independence, to strengthen their role as
education professionals and to enable them to participate actively in administrative decisions
regarding education in the city. The aim of this project was to improve working conditions for
public school teachers by qualifying them, so that, they could transform their teaching practices
and, simultaneously, increase their chances to move up the professional ladder. The plan
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 16
designed by policymakers targeted teachers with highest population concentration of students in
the city – 59.3% of the total of school-age population (SED, 2012b, p. 64).
The Empowered Teachers with Better Welfare and Better Training plan was designed to
offer more dignity to the teaching profession by stimulating their leadership and social
recognition. It focused on qualifying and acknowledging teachers’ work in their social circles.
Some researchers (García et al., 2014), have noted that the combination of teacher training and
welfare are decisive aspects if the goal is to impact students’ education. More specifically,
Connor et al., (2005) found that teachers’ qualifications and high income were important
components leading to stronger student achievement.
The plan included a financial incentive, in which the local government paid 70% of
tuition fees for teachers participating in postgraduate programs (including specializations,
master's and doctoral degrees) offered by sixteen accredited universities, in alliance with the
Secretaría de Educación Distrital (SED, 2013). The involvement of teachers in those programs
would help them to face modern educational challenges and to reflect upon the cultural and
social diversity in their classrooms. In addition, the program would encourage them to reflect and
discuss the influence of media and technology on students’ and teachers’ lives and to reaffirm
their sense of citizenship.
A total of 9,000 public school teachers from different academic areas has been qualified
during the 2012-2016 period (SED, 2012a). The latest official report of the project (SED, 2013)
indicated that there were 2,071 teachers carrying out postgraduate studies and that 326 out of the
teachers were further registered in both mother and foreign languages related programs (SED,
2013, p. 19). This high number of languages teachers is directly related to national policies
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 17
which aim to create a bilingual nation and to enrich students’ opportunities to use a second
language, in this case English. Taking into account that the population selected for this study are
EFL teachers, it is important to mention that one of the main concerns of the languages teachers
of the country is to improve their language proficiency (González, 2003) and to learn more about
the content they teach, and as such respond positively to training that is content-specific
(Giraldo, 2013).
Giraldo (2013) carried out a study with EFL teachers and found that professional
development programs do have a positive impact on in-service teachers, their classroom
performance, and on students. According to this author, if the programs are embedded in “local
suggestions, teachers’ needs, knowledge, skills, and experiences, [...] there is a strong likelihood
of positive results” (p. 75).
The expected return of the great financial investment from the city government in the
training and qualification of public school teachers is an improved quality of education and a
simultaneous advance in the living conditions of the teachers themselves. . These topics deserve
special attention. Given these aims, in a study of such policies’ impacts, it is indispensable to
examine their effects on both students and teachers as previous researchers have inquired into in
other countries (Blank, R & de las Alas, N (2009); Blank, R. & de las Alas, N., & Smith, C.
(2008); Darling-Hammond, L. (2000a); Guskey, T. & Sparks, D. (2004); RAND Corporation.
(2013)).
This study intends to address the second of the groups identified above: it aims to report
on how public school English teachers in Bogota perceive the impact of the local government’s
training and qualification programs in terms of both their professional and personal dimensions.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 18
This project seeks to delve into the experiences of EFL public school teachers’ experience in the
programs sponsored by the Secretaría de Educación Distrital to qualify their practices. The
results of this study will provide data to examine the impact the policies about qualification and
training have on teachers’ professional and personal development. Thus, the questions that guide
this inquiry are:
Research questions
● What are the areas of concern for EFL public school teachers who participate in the
postgraduate programs sponsored by the Secretaría de Educación Distrital?
● How has the participation of EFL public school teachers in these programs influenced
their professional development, from their own perspective?
● How has the experience in the postgraduate programs impacted their personal
development from teachers’ perspectives?
Research objectives
Considering Teacher Qualification and Welfare, the aims of this project are:
General Objective:
● To examine teachers’ perceptions regarding the impact of the qualification programs on
their professional and personal development.
Specific Objectives:
● To identify the areas of concern that teachers are trying to confront as they participate in
the programs;
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 19
● To specify the likely impact of these qualification programs on teachers’ professional
development;
● To examine teachers’ experience when participating in these qualification programs
from their voices regarding their personal development.
Rationale
Education has become the biggest challenge for the Colombian government. During the
last eight years, the country has been ranked in the lowest position of international standardized
tests: in the case of PISA tests (Program for International Student Assessment), for example,
Colombia obtained the lowest results, and ranked lowest of the 44 participating countries. As a
result, the government of Bogotá, which has the highest population of students registered in
public education (approximately 1,000,000 students according to SED, 2013), has implemented
strategies aimed at fundamentally improving the quality of education.
During the last decade, countries like the United States, Singapore, Finland, Canada and
South Korea have experienced changes both in their educational policies and in their results in
international exams. These countries exemplify the importance assigned to the training and
qualification of teachers and to the goal of providing them with continuous teacher development
programs to reach higher levels of professional qualification (García et al., 2014). Considering
the direct connection between teacher qualification levels and quality in education, this study
seeks to document the impact of Colombian government policies on these two aspects. The
project could provide key data for all the participating universities developing programs in
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 20
alliance with the Secretaría de Educación Distrital, regarding teachers and public education
needs in the city.
The project also provides valuable data from teachers themselves. Although the impact of
a qualification program must be examined in the transformation of pedagogical practices in the
classroom and in the changes in student achievement and success, it is also important to give
teachers a voice and highlight, from their perspective, how the qualification has transformed
their professional and personal lives. The project opens up spaces for examining the impact of
the high local government investment and for identifying areas for improvement.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 21
Chapter 2
Theoretical Framework
This chapter presents a synthesis of the main constructs guiding this project. Namely,
they are the professional development of public school teachers and its impact on students’
achievement, teachers’ content knowledge according to Shulman’s theory, and teachers’ personal
needs and welfare. It is important to mention that many of these same topics s oriented the city
project that is used as a framework for this study, more concretely: Project 894: Empowered
Teachers with Better Welfare and Better Training (SED, 2013). This program seeks to train and
qualify teachers as well as to provide them with the necessary conditions to improve teachers’
practices, and to positively impact the quality of education in Bogotá. In order to address the
objectives of this study, it is important to define the aforementioned constructs.
Teachers’ Professional Development and Impact on Students’ Achievement.
In education, professional development can be promoted through a variety of courses,
including seminars, workshops, trainings, and specialized studies among others, intended to help
directors, teachers, and other educators improve their professional knowledge, competency, skill,
and effectiveness. To analyze the issue of professional development, it is crucial to discuss the
term ‘training’ and what it implies.
Freeman (1989) defines training as the learning of discrete teaching items. In a training
program, the collaborator (or tutor) is in charge of teaching these discrete stratagems to teachers
so that they improve teaching skills such as presenting vocabulary, responding to student
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 22
answers, and others. In contrast, Freeman states that development is concerned with helping
teachers to develop constant awareness of their experiences as professionals. Taking into account
this author’s ideas, training is focus on content and development is focus on how to implement
the content in teachers’ practices
The terms teacher education, teacher preparation or pre-service training have been
applied to the formal academic training that teachers have in their undergraduate programs
(Johnson, 2002). The term teacher training, or more specifically in-service training, has been
used to define the academic actions taken by the teachers in pursuit of professional development.
González (2003, p. 154) states that “the meaning of in-service training stage implies that the pre-
service phase may not have been sufficient and that teachers themselves require some support
and assistance while helping their students in the learning process”.
This author’s definition of professional development stands in direct opposition to
Freeman’s (1989, p. 40), who proposes that professional development is: “A strategy of
influence and indirect intervention that works on complex, integrated aspects of teaching; these
aspects are idiosyncratic and individual. The purpose of development is for the teacher to
generate change through increasing or shifting awareness”. From the latter perspective,
professional development programs are opportunities for teachers to improve their practices and
generate positive changes in student achievement.
The British Council (Borg, 2015) offers a succinct definition for teachers’ professional
development and how it differentiates from training. They claim that moving from ‘training’ to
‘development’ implies professional growth, which is not simply a process of trainers telling
instructors what to do. Rather, professional development is a more dynamic process in which
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 23
instructors are expected to take some responsibility for their own learning. As was stated above,
professional development implies to pass from the theory to practice and be aware if this practice
is carrying out positively or negatively in the classrooms in order to generate an action plan.
Taking into account the definitions above, it is important to reflect on the effectiveness
and quality of the professional development strategies received by teachers. In a study carried
out by Darling-Hammond et al. (2009) in U.S.A, most of the teachers who participated in
professional development courses reported that they were not useful because most development
happens in a workshop-style model, which research has shown that has little or no impact on
student’s learning and on teacher’s practice. Other studies (OECD, 2009), have measured the
impact of professional development for teachers in countries around the world and they have
given insight into what teachers consider effective forms of development. Teachers from 16
countries reported that “individual and collaborative research”, “informal dialogue to improve
teaching”, and “qualification programs”, have a moderate or large impact on their development
as a teacher. The development of activities that were reported to be relatively less effective were:
attendance at “education conferences and seminars” and taking part in “observation visits to
other schools” (OECD, 2009, p. 79).
The negative view many teachers have towards professional development has been
studied and limitations of this view have been identified through research. . Mora et al. (2013,
p.11) stated that some teachers do not believe professional development is meaningful because
the programs are created for policy makers “who see teachers as isolated entities and ignores the
fact that they are part of a “micro-cosmos” called school, which is immersed in a more complex
“cosmos,” named society”. According to these authors, policy makers or people with higher
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 24
authority in an educational setting such as ministries of education, school districts, or individual
schools provide their teachers with opportunities to participate in activities in which teachers
receive prescriptive guidance on what to do and what not to do, without a necessary
consideration of the context, and of teacher and student needs.
In contrast to these traditional perspectives, professional development is now typically
conceptualized in the literature as dynamic, ongoing, continuous, and set in teachers’ daily lives
(Birman et al., 2000; Boyle et al., 2005; Desimone, 2009; Guskey, 2000; Hofman & Dijkstra,
2010; Sato, Wei & Darling-Hammond, 2008). Here professional development is cast as
“embedded in the classroom context and constructed through experience and practice, in
sustained, iterative cycles of goal setting, planning, practicing, and reflecting” (Caena, 2011,
p.11), which also should provide opportunities to inquire systematically about teaching practices,
their impact on students and about other issues of teachers’ work.
Regarding Colombian educational settings and characteristics, Giraldo (2013, p.11)
proposes professional development programs in which program developers take into account the
suggestions given by scholars in the field, “provided that these programs consider teachers’
needs, knowledge, skills, and experiences, there is a strong likelihood of positive results”.
A study made by Fundación Compartir (García et al., 2014) in Colombia reveals that high
quality professional development programs for teachers have an impact not only on education
but also on national economic development. The authors based their conclusions on previous
international studies (Barro, 1991; Mankiw, Romer and Weil, 1992; Gennaioli et. al, 2013;
RAND Corporation, 2013; Greenwald, Hedges and Laine, 1996).
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 25
These studies are grounded in evidences from four countries (Singapore, Finland, Canada
and South Korea), which have demonstrated a significant changes in both educational and
economic performance, thanks to the adjustments that they did in their education models. In
these countries, governments took into account six main dimensions in order to guarantee quality
in education: high quality undergraduate programs, high quality recruitment process, in-service
teachers’ professional development programs, promote teaching as a profession with high status,
very good remuneration for teachers, and continuous evaluation (García et al., 2014).
The previous study was carried out as a basis for Colombian policymakers in order to
develop programs based on teachers’ needs both as professionals and as human beings. This
perspective, which sees teachers as a whole in which their personality and needs are vital
considerations in order to respond to student needs and learning is shared by some EFL
Colombian researchers (González, 2007; Álvarez, 2009; Bonilla, L. & Galvis L.A., 2011;
Caicedo, 2008; Giraldo, 2013; Calvo, G., Rendón, D.,& Rojas, L.; 2004; Usma, 2009).
According to Giraldo (2013, p.2), the professional development of English language
teachers in Colombia has progressed from
a transmission-oriented approach to one in which their realities are catered to. Scholars
in the field of professional development and teacher education agree that these programs
should respond to teachers’ needs, be based upon their close realities, and account for
teachers as learners of their teaching.
Furthermore, instead of top-down approaches in which experts “impose” models and
recipes on teachers, authors urge context-sensitive models (González, 2007) that reflect teachers’
decision-making and experience.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 26
Thus, the field of English language teaching has come to understand professional
development not as the idea of an accumulation of skills but as a highly critical and iterative
process. Authors such as Villegas-Reimers (2003), Díaz-Maggioli (2004), and Wilde (2010)
agree that these programs must engage teachers in reflective and collaborative work; they must
also include teachers’ skills, knowledge, and experience. Giraldo (2013, p.2) further claims that
“professional development programs should provide teachers with opportunities to develop their
professional practice and receive feedback on it”. In this framework, teachers are conceived of as
learners.
Within this understanding of professional development, there is an expectation that not
only teachers’ professional and personal lives will be impacted, but that students’ achievement
and furthermore, on the education and development of the country will show subsequent
improvements. As such, professional development plays a key role for both teachers themselves
and their qualification programs, inasmuch as it covers a wide range of crucial factors
concerning the teaching practice of in-service teachers as well as student learning and
achievement processes.
Regarding the experience of countries such as Singapore, Finland, Canada and South
Korea, which have improved their education and economic systems and have demonstrated
positive results in less than a decade, it is noteworthy that all of these countries have in common
the importance they have assigned to the qualification of teachers and to providing them with
continuously teachers’ development programs in order to have a high quality education (García
et al., 2014).
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 27
According to Yoon and colleagues (2007, p.11) professional development affects student
achievement through three steps:
First, professional development enhances teacher knowledge and skills. Second, better
knowledge and skills improve classroom teaching. Third, improved teaching raises
student achievement. If one link is weak or missing, better student learning cannot be
expected. If a teacher fails to apply new ideas from professional development to
classroom instruction, for example, students will not benefit from the teacher’s
professional development.
The authors mentioned above agree on the importance of teacher preparation and
qualification programs. Connor et al. (2005) affirm that there is accumulating research evidence
that teachers’ credentials, experience, and years of education may make a difference in children’s
success; although more evidence is needed to show the direct impact teachers have on students
levels of achievement and success. Prior to this publication, Kennedy (1998) carried out one of
the first reviews of research on the relationship of quality of teacher preparation to subsequent
student achievement. At that time, she identified a relatively small number of research studies
that drew a direct link between the level of teacher preparation in their teaching field and
achievement of students.
Darling-Hammond (1999) analyzed a large-scale research across the U.S. and her results
showed that in-field teacher preparation correlated positively with student achievement. The
author’s findings resulted in extensive policy and research debate in the United States. Blank and
de las Alas (2009) claim that the debate still continues in the USA, because of the importance of
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 28
formal teacher preparation and qualifications, including teacher certification in order to fulfill the
government education programs that this country currently has for the sector of public education.
Darling-Hammond carried out further studies, which contributed to a body of research on
which aspects determine academic success for students and influenced the establishment of
qualification programs as a government policy in USA. The author found that there were many
factors that connect to children’s achievement and among them, teacher capacity to teach
effectively was among the most significant variable (Darling-Hammond & Youngs, 2002;
Darling-Hammond, 2000a).
Recent policies in the United States have identified teacher qualifications as an important
component leading to stronger student achievement. There is evidence that better trained and
more experienced teachers tend to get students of greater ability and with fewer discipline
problems (Clotfelter et al., 2005, Feng, 2005).
Taking into account that quality teachers are seen as the ones who have more credentials
or preparation, some authors have sought to define quality teaching, which is composed by
different factors and not only for teachers’ qualification. Berliner (2005) states that quality
teachers are seen simply as good teachers and are considered to be those who exhibit desirable
traits and uphold the standards and norms of the profession. Beyond this interpretation, however,
quality teachers are also considered those who bring about student learning.
In fact, some studies have identified teacher qualifications as an important component
leading to stronger student achievement, although the research regarding the correlation between
teacher qualifications and student outcomes, historically, has been somewhat equivocal and any
effects have been small (Coleman, et al., 1966; Darling-Hammond & Youngs, 2002; DOE,
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 29
2002). Nevertheless, many studies relate teacher qualifications directly to children’s outcomes
and treat classroom practice like a black box. As Cohen, Raudenbush, and Ball (2003) affirm,
providing resources such as highly qualified teachers is important, but will not necessarily assure
effective use of these resources.
According to the latter studies, there are many others factors in the classroom which
should be taken into account in considering student achievement, Some studies (Cohen & Hill,
2000; Fishman, Marx, Best, & Tal, 2003; Garet et al., 2001; Guskey & Sparks, 2004; Kennedy,
1998; Loucks-Horsley & Matsumoto, 1999), assume that professional development’s effects on
student achievement are mediated by teacher knowledge and practice in the classroom and that
professional development takes place in the context of high standards, challenging curricula,
system-wide accountability, and high-stakes assessments.
Although teachers’ qualification is a key factor in students’ achievement, it is important
to have other changes in the educational setting in order to guarantee student success. Colombia,
and in particular Bogotá, has endeavored to create an educational policy that helps to improve
students’ results in standardized international tests and takes into consideration the fundamental
role that teachers play in those results.
With regards to the creation of policies, some researchers consider that scholars and
policymakers now face the challenge of identifying observable characteristics of teachers that
signal quality teaching. With the growing demand for evidence-based policymaking, student
achievement is considered an accurate measure of teacher effectiveness and has become a basis
for value-added teacher assessment systems and a demand for teachers’ qualification programs
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 30
(González, 2007; Braun, 2005; McCaffrey, Lockwood, Koretz, Louis, & Hamilton, 2004;
Sanders, 2000; Sanders & Rivers, 1996).
Cochran & Smith (2001) outlined three relationships between teacher qualifications and
long-term student learning outcomes: teacher preparation in subject matter and in pedagogy,
years of teaching experience, and their ongoing professional development. For the authors, these
combined factors ensure students’ outcomes and learning is interpreted as the gains made by
students on achievement tests.
Other studies (Connor, Morrison, Katch, 2004a; Connor, Morrison, & Petrella, 2004b;
Taylor, Pearson, Clark, & Walpole, 2000; Wharton-McDonald, Pressley, & Hampston, 1998),
acknowledge that professional development is extremely important on students’ achievement,
but posit that other teacher characteristics should also be taken into account. Teachers who
spend more time in academic activities tend to have students who demonstrate greater gains, for
example in reading skills. Broadly speaking, converging evidence then points to at least three
important dimensions of teaching that influence student literacy acquisition directly or indirectly:
(1) the classroom environment teachers create, (2) teacher warmth and responsiveness to their
students, and (3) the amount and type of instruction they provide (Morrison et al., 2005).
Accordingly, one might interpret that teacher training can have a significant, positive
impact on student achievement under generally favorable conditions, but considering the
previous experiences and research in other countries, especially in the U.S.A, that such benefits
depend both on the context and quality of the program and on a series of teachers’ characteristics
and experience.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 31
When studies have directly examined teachers’ knowledge of both subject matter and
how to teach, they have found that knowing how to teach also has strong effects on student
achievement. In fact, such studies show that knowledge of teaching and pedagogical strategies is
as important as knowledge of the content (Begle, 1979; Monk, 1994; Wenglinsky, 2000 as cited
in Gulamhussein, 2013).
Research also shows (Darling-Hammond & Sykes, 2003) that beyond verbal skills,
subject matter knowledge and academic ability, teachers’ professional knowledge and experience
are also key determinants in student learning. Many other characteristics also matter for good
teaching such as enthusiasm, flexibility, perseverance, and concern for children, among others.
Further, specific teaching practices such as knowing how to instruct, manage and assess diverse
students, strong verbal ability, and knowledge of effective methods for teaching that subject
matter make a difference for learning (Good & Brophy, 1995).
All the factors mentioned in the previous paragraph are central topics that Shulman
(1987, 2013) takes into account in his proposed model of Teacher Knowledge Base and which is
one of the main constructs of this study.
Teachers Knowledge Base
For a long time, the formulation of a knowledge base was seen as the command and
knowledge of basic skills such as direct instruction, time on task, and classroom management
among others. In order to teach effectively, the teachers’ competency in their subject matter area
and the use of pedagogical skills were also important aspects for this interpretation of teachers’
knowledge base.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 32
Nevertheless, the elements which constitute a knowledge base have long been debated by
scholars. Pineda (2002) remarks that it is important to clarify such a definition, because policy
makers tend to consider teacher performance in a classroom rather than teacher knowledge of the
content and the way teachers make this knowledge easily accessible to their students. Shulman
(1987, 2013) argues that the resulting standards or mandates lack any reference to the
dimensions of teaching concerned with content. Similarly, even within the research community,
the importance of content has been eclipsed by other factors. According to this author, this
limited conception of knowledge base leads to the production of research and qualifications
programs which treat teaching more or less generically, or at least as if the content of instruction
were relatively unimportant.
The model of Teacher Knowledge Base that Shulman proposed in 1987 highlights the
importance of the teachers’ knowledge of the content of the subject itself, as well the
pedagogical domain, strategies and knowledge of the teachers to manage their classes and to
understand their students’ needs. This theory distinguishes six dimensions or domains to explain
what really knowledge base is.
Figure 1 shows the dimensions proposed by Shulman (1987, 2013) in his model of
Teacher Knowledge Base:
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 33
Figure 1. Knowledge base dimensions (Taken from Pineda, 2002, p. 10).
According to Shulman (1987, 2013) these six dimensions combined offer a definition of
knowledge base. He proposes that a connection between each of the dimensions is key in order
to have a complete and broad definition of teachers’ knowledge base.
The Content Knowledge Dimension (CK) is the knowledge and domain that teachers
have of the subject matter they are teaching. General Pedagogical Knowledge (PK) includes the
principles, strategies, and set of practices that are usually related to methodology, classroom
management, motivation, and decision-making.
Pedagogical Content Knowledge (PCK) emerges when the aforementioned dimensions
are combined and teachers can connect what they know (content) with the pedagogical principles
into an understanding of how particular topics, problems, or issues are organized, represented,
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 34
and adapted to the diverse interests and abilities of learners, and then presented as instructions
which make the content comprehensive for learners. “That special amalgam of content and
pedagogy that is uniquely the province of teachers, their own special form of professional
understanding” (Shulman, 1987, p.8)
Curricular Knowledge is what should be taught to a particular group of students. It
requires an understanding of student learning potential, national syllabuses, school planning
documents, and year group plans. In addition, any examination or testing syllabuses must be
taken into account alongside any local or contextual requirements.
Pineda (2002, p.11) defines Knowledge of the Learner through the, “besides the physical
and psychological characteristics of the learners, educators should include knowledge about
students’ cognitive processes. This is knowledge about how children, adolescents and adults
learn”. The Knowledge of Educational Goals and their Philosophical Bases dimension suggests
that teachers must go beyond the context of their classrooms and examine the expectation of the
society in which they and their students are embedded in order to respond to the challenges of
this context.
During the beginning of twentieth century and with the widespread of the use of
technology in education, another important area was considered as complementary to Shulman’s
dimensions of knowledge base; namely, Technological Pedagogical Content Knowledge
(TPACK). This category was added by Koehler & Mishra (2009), and is defined as:
the basis of effective teaching with technology, requiring an understanding of the
representation of concepts using technologies; pedagogical techniques that use
technologies in constructive ways to teach content; knowledge of students’ prior
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 35
knowledge; and knowledge of how technologies can be used to build on existing
knowledge or to strengthen the old one (p.1029).
TPACK has been developed over time and through a series of publications, with the most
complete descriptions of the framework found in Mishra and Koehler (2006, 2009). In their
model, there are three main components of teachers' knowledge: content, pedagogy, and
technology. Equally important to the model are the interactions between and among these bodies
of knowledge, represented as PCK (pedagogical content knowledge), TCK (technological
content knowledge), TPK (technological pedagogical knowledge), and TPACK (technology,
pedagogy, and content knowledge). In other words, TPACK offers guidance on how teachers can
use technology in teaching content while remaining up to date and avoiding their practices
entering obsolescence.
With regards to Shulman’s claim to the policy makers, all of these dimensions are a
determinant factor when implementing teacher qualification programs and evaluations.
Furthermore, Pineda (2002) affirms that these categories are also important for teachers when
they seek out knowledge acquisition and training to improve the quality of their practice and
seek continued professional growth.
In the EFL field there is limited research about knowledge base of FL teachers (Bernhardt
& Hammadou, 1987; Hammadou, 1993; Velez- Rendón, 2002). There are some studies about
the impact of reflective practices on pre-service second language teachers focus on teacher
knowledge base development (Antonek, McCormick, & Donato, 1997; Kwo, 1996; Mok, 1994)
and other studies posit that the most relevant concern is teachers’ years of experience and the
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 36
connection of this experience to knowledge base (Dadlez, 1998; Reeves & Kazelskis, 1985;
Smith & Sanche, 1992; Turley, 2002; Watzke, 2003).
In some studies, there is evidence that aspects included in Shulman’s dimensions are
positively correlated with student outcomes (NICHD-ECCRN, 2002a, b; Pianta, Paro, Payne,
Cox, & Bradley, 2002). For example, research has demonstrated relations between student
outcomes and classroom variables such as teachers’ praise, quantity and pacing of instruction,
and teachers’ expectations (Brophy & Good, 1986; Fraser, 1987; Stockard & Mayberry, 1992).
Further, teachers’ abilities to manage and control student learning and behaviour in the
classroom is also a predictor student achievement (Brophy & Good, 1986).
Moreover, other studies deal with teacher reflections regarding their students, their
responsiveness to student questions and interests, and the emotional climate of the classroom, all
of which have been related to student achievement (Connor, Morrison, & Katch, 2004a; Connor,
Morrison, & Petrella, 2004b; Green et al., 1992; Snow, Burns, & Griffin, 1998; Torgesen et al.,
1999).
Regarding all the factors which comprise Shulman’s dimensions and the evidence that
many such factors are strongly related to the impact in student achievement, it is extremely
important to consider this framework when policy makers establish programs and evaluations.
The dimensions are also important considerations for the training and qualification programs that
teachers carry out, because the impact of these programs on teacher practice will affect not only
teachers but also students. Research shows that such evidence-based approaches are vital, as
teachers change their underlying beliefs about how to teach something only after they see
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 37
success with students; indeed, when teachers do not see success, they tend to abandon the
practice and revert to their comfort zone (Guskey, 2000).
Taking these considerations into account, qualification programs for teachers should
focus on both content and pedagogical knowledge, which should be contextualized according to
the specific needs of the location and community where the programs are developed. Further,
Gulamhussein (2013) discusses 9 different experimental research studies of teacher professional
development with a focus on teachers’ knowledge base, and the findings show that programs of
greater duration were positively associated with teacher change and improvements in student
learning. She affirms: “several studies, for instance, have shown that professional development
that addresses discipline-specific concepts and skills has been shown to both improve teacher
practice, as well as student learning.” (p. 14).
As well as the length of the program, the theme and emphasis of the program also has an
impact on teacher practices. As a finding of her research, Kennedy (1998, p.18) concludes:
“programs whose content focused mainly on teachers’ behaviors demonstrated smaller
influences on student learning than did programs whose content focused on teachers’ knowledge
of the subject, on the curriculum, or on how students learn the subject”.
In the local context, González (2003) asserts that in Colombia, the role of many
universities in the education of teachers is limited to the offer of graduate programs. The dual
aims of these programs are the professionalization of teachers and their training as researchers.
According to this author, this focus does not adequately address the needs of all Colombian
English teachers.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 38
Narrowing the proposal of EFL post-degree programs in Colombia, in, the Secretaría de
Educación Distrital (SED) formed a partnership with sixteen metropolitan universities to offer
qualification programs for in-service teachers. These universities should offer high quality
programs - Programas de Formación Permanente de Docentes - PFPD (SED, 2013, p. 8- 15) -
designed to specifically address the pedagogical concerns and necessities of public schools.
This strategy aims to tackle all the relevant aspects that are essential to attain high
educational quality. One of the main concerns expressed by the languages teachers selected for
this study is their foreign language proficiency (González, 2003) and a desire to learn more about
the content they teach, as demonstrated by the positive responses they gave for training that is
content-specific (Giraldo, 2013).
These aspects are important for EFL public school teachers in the Colombian context.
They are directly linked to the efforts currently made by the Ministry of National Education
(MEN) through the National Bilingual Program as the expected result is that “theory and practice
in professional development programs have a reciprocal relationship, which can have a positive
impact on teachers and their practice.” (Giraldo, 2013, p. 75).
González (2007) explain the process the government carried out to assess and qualify
English teachers. She states that the Ministry of National Education conducted an assessment
project to diagnose the English language proficiency of students and EFL public school teachers
in Bogotá and Cundinamarca in 2003 and 2004. These showed a very low level of language
proficiency for high school students, placing the majority at CEFR A1 level (Cely, 2007 as cited
in González, 2007).
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 39
González (2007, p. 163) affirms that the results “motivated the government to diagnose
the proficiency of English teachers on a wider scale […]”. Hernández (2007, p. 33) indicates that
“a correlation between students and teachers’ performance was found. For this reason, the
government decided to promote the improvement of teachers’ pedagogical competences”. As a
result, and in connection with the National Bilingual Program (MEN, 2004), many EFL teachers,
especially those in public schools, are looking for programs which provide them with the
opportunity not only to improve their content and pedagogical knowledge, but also their
language proficiency.
In line with the theories presented above, public teachers and government officials are
making an effort to create, generate, and participate in qualifications programs that help both
teachers and students, while taking into account a professional development model focused on
teachers’ knowledge base. In addition, EFL public school teachers in Colombia face a challenge
insofar that the government expects positive results in connection with the existing national
bilingual policies.
Although, professional development and domain of knowledge base dimensions have a
demonstrated connection with students’ achievement; some researchers have found that another
important concern for teachers is their personal well-being, regardless of qualification programs.
Evens et al. (2015) states that a safe and comfortable workplace as well as contact with
colleagues and status is beneficial for teachers’ PCK development, which eventually will have an
impact on students’ performance and results. As such, it is noteworthy that the public program
in which this study is framed deals with teachers’ personal development and welfare, which is an
important area of concern of teachers and it, is the other construct of this study.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 40
Teachers’ Welfare.
Another important factor dealt with by Project 894: Empowered Teachers with Better
Welfare and Better Training (SED, 2013) is that of teacher welfare. The city government has
considered strategies such as improving teachers’ working conditions, accelerating teachers’
retirement process, offering different health, recreation and welfare programs, and offering
incentives to outstanding performing teachers that include prizes, money benefits and community
recognition (SED, 2013).
Experiences around the world have shown that payment and working conditions are key
elements in the empowerment of teachers and in assuring educational quality (García et al.,
2014). Darling-Hammond & Sykes (2003) found that the money factor is undoubtedly of great
importance, and draw evidence from states and localities that have implemented successful
policies directed at improving salaries, benefits and working conditions.
Another key teacher concern with regards to their professional development is the
financial cost associated with the programs and the resources available to fund them. González
(2003, p. 162) affirms that a drawback for teachers to join in-service qualification programs is
“the high cost of graduate tuition fees”. To mitigate this issue, Project 894: Empowered
Teachers with Better Welfare and Better Training establishes that the city government will
finance 70% of tuition costs, while teachers pay for the remaining 30% (SED, 2013, p. 11).
Financial considerations represent one of the incentives through which the project aimed
to improve teacher welfare and create social networks, which is a considerable issue for teachers.
González (2003, p. 167) mentions that “there is special emphasis on teachers’ experience and the
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 41
contact with many well-prepared teacher educators in EFL settings willing to help colleague
teachers”.
With regards to teacher welfare and sharing experiences, González, Montoya and Sierra
(2002, p. 32) affirm that “for EFL teachers, professional development programs represent a way
to fulfill their highest needs and to transcend their daily routines of teaching. They look for
alternatives that promote group work and involve the community of teachers to achieve the goals
proposed.”
This last aspect highlighted by Gonzales and colleagues (2002) is connected to human
needs as a fundamental factor when thinking about teacher welfare. Maslow (1943) defined a
theory in which all humans are framed under some “human needs” which can be arranged
according to their importance in a hierarchy often represented as a pyramid. Needs located at the
bottom of the pyramid must be satisfied before higher needs. The basic needs refer to those areas
in which life is assured. Higher needs refer to psychological issues that are required for our
welfare.
Figure 2 represents Maslow’s hierarchy of needs, in which he classified them from the
basic to the more complex ones:
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 42
Figure 2. Maslow’s hierarchy of needs (taken from González, Montoya & Sierra 2002, p. 31)
In connection to the welfare factor that Project 894: Empowered Teachers with Better
Welfare and Better Training is trying to fulfill, aspects like money, social networking, social
recognition and teachers’ empowerment are also reflected in Maslow’s theory of human needs.
According to Maslow, at the physiological level humans require survival elements like
air, water, and food. The safety needs include the demand for consistency, rules, and security of
a home or family. In the belonging level, which is also called love level or belongingness, a
central concern is the desire of belonging to groups and feeling accepted.
The esteem needs refer to the desire to be recognized by others as skillful or competent
and feeling good about it. The top of the pyramid includes the self-actualization or self-
realization needs which refer to the desire to realize one’s full human potential and become who
one really wants to be. According to Maslow, only some individuals achieve this level and
become leaders in their groups. They are inspired, in most cases, by the feeling of helping others
and looking to improve their own welfare.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 43
González, Montoya and Sierra (2002, p. 32) state, “teachers’ desiring to participate in
professional development programs may be considered as a way to satisfy their self-actualization
needs”. The aforementioned authors assert that when teachers get involved in activities that
promote the expansion of their academic and personal horizons is usually presented as the main
motivation to seek professional development opportunities. Furthermore, the needs of EFL
teachers are placed in three domains: the teacher as worker, the teacher as instructor, and the
teacher as learner.
Under the first domain are placed all teachers’ needs regarding working conditions and
rights. The curricular domain deals with the teachers’ desire to improve their knowledge over the
subject matter as well as the methodologies to better teach their classes. Professional
development, the third domain, includes teacher needs to acquire and develop skills to become
independent learners, access research skills, and work on humanistic approaches to more holistic
education. (González, Montoya & Sierra 2002)
Educational programs of countries that are leading in the latest standardized international
tests employ strategies such as professional development programs and teacher welfare. . As the
experience of these countries has shown, aspects such as investment in education, preservice and
in-service training, salary, social recognition, among others, are essential for changes in
education (García et al., 2014).
As shown in this document and various literature reviews (Broad & Evans, 2006;
Timperley, Wilson, Barrar & Fung 2008, Borg, 2015), the characteristics of teacher qualification
and professional development programs should be contextualized since contexts will always
vary. The British Council (Borg, 2015) states that there are no universal templates for success.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 44
There is an emerging consensus that professional development ‘works’ better when it covers the
needs of teachers, their involvement in decisions about content and process, teacher
collaboration, support from the school leadership, exploration and reflection with attention to
both practices and beliefs, internal and/or external support for teachers, a valuing of teachers’
experience and knowledge, as well as importance of being immersed in research projects in
which teachers are seen as knowledge generators.
However, as international research increasingly argues, “an education system is only as
good as its teachers” (UNESCO, 2014, 9). Teachers are increasingly recognized as the single most
influential factor on student learning. In order to achieve his/her professional and personal
development, it is important that programs and policies consider not only the academic aspect,
but also the teacher as a whole and as a professional who should satisfy different personal needs.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 45
Chapter 3
Research Design
In this chapter, the type of study used to research the impact of qualification programs on
teacher professional and personal development is described, along with context, participants, and
instruments used to gather data. This chapter is divided into the following six sections:
Methodology, context, participants, description of data collection instruments and their
corresponding validation, ethical issues, and the researcher's role.
Type of study
This research study aims to have a comprehensive view of the phenomenon and therefore
is defined as a mixed study. The aim of this research is to examine teachers’ perceptions
regarding the impact of the qualification programs on their professional and personal
development, and to interpret their views of the programs and their impact. The scope of the
study is exploratory – descriptive since the exploratory – descriptive design is used to explore a
given phenomenon or case to develop a deeper comprehension of the unknown (Duff, 2008).
This qualitative and quantitative study integrates both methods in order to complement
the data gathered from the instruments and to have a clearer understanding of the research
questions that guide this study. Huey Chen (as cited in Johnson et al., 2007, p. 121) defines a
mixed research study as a “systematic integration of quantitative and qualitative methods in a
single study for purposes of obtaining a fuller picture and deeper understanding of a phenomenon
of interest (including its context)”.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 46
Mixed methods can be integrated in such a way that qualitative and quantitative methods
retain their original structures and procedures (pure form mixed methods). Alternatively, these
two methods can be adapted, altered, or synthesized to fit the research and cost situations of the
study (modified form mixed methods). In this case, the mixed method is used to both
complement and triangulate the data collected; that is, to show if the data in the questionnaire
shares similarities to the information gathered from the interviews.
The choice of using an exploratory – descriptive design is because it is appropriate when
a researcher wants to generalize results to different groups (Morse, 1991), or to explore a
phenomenon in depth and then measure its prevalence. In this design, the researcher first
qualitatively explores the research topic with a few participants, as it was done in this study with
the sample of students of the master program. The qualitative findings then guide the
development of items and scales for a quantitative survey instrument.
In the second data collection phase, the researcher implements and validates this
instrument quantitatively. In this design, the qualitative and quantitative methods are connected
through the development of the instrument items (Creswell & Plano Clark, 2007). In this model,
the initial qualitative phase produces specific categories or relationships. These categories or
relationships are then used to direct the research questions and data collection used in the second,
quantitative phase (Morse, 1991).
Context
This research study was conducted in Bogotá, the capital city of Colombia, framed under
the policy of Plan Sectorial de Educación 2013, under former mayor Gustavo Petro’s
administration. This plan is divided into different projects, which seek to improve student
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 47
education and public school teacher qualification, training and welfare. The study focuses on one
of the projects of the Secretaría de Educacion Distrital (SED) titled Project 894: Empowered
Teachers with Better Welfare and Better Training that, in turn, focuses on three main
components: Teacher Welfare, Qualifications and Empowerment (Plan Sectorial de Educación -
SED, 2013).
The promotion of public school teachers is boosted by economic incentives by which
teachers would register in university programs to conduct postgraduate studies. The government
finances 70% of tuition costs, while teachers pay for the remaining 30%. This component is
traced by a training route called Programas de Formación Permanente de Docentes - PFPD. These
programs are offered by sixteen universities in Bogotá, in alliance with the Secretaría de
Educación Distrital (SED, 2013), thus offering high quality programs designed to assess and
discuss the pedagogical concerns and needs of public school teachers. This research study was
conducted in seven of the universities under the aforementioned alliance cooperation program
and which offers master’s programs in language teaching.
Participants
The participants were selected through purposeful sampling. Patton (2002) claims that the
value of purposeful sampling lies in selecting information-rich cases for studying in depth.
Information-rich cases are those from which one can learn a great deal about issues of central
importance to the purpose of the research. With this idea in mind, critical case sampling was
used, which consists of ‘logical generalizations’ (Patton, 2002, p. 236). By using the logic of
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 48
critical case sampling, the researcher synthesizes the viability of the phenomenon of interest,
especially in educational programs.
Sixty nine EFL public school teachers participated in this study while completing foreign
language master’s degree programs sponsored by the Secretaría de Educación Distrital in seven
universities of Bogotá. The participants were selected while taking into account the number of
EFL public school teachers in each semester of the programs.
Accordingly, the semester which had registered the highest number of EFL public school
teachers was selected. In one of the seven universities, all EFL public school teachers of the
program participated since there were not too many teachers matriculated. One volunteer public
school teacher per university was interviewed.
Data Collection Instruments
A questionnaire (See Appendix B, Teachers’ Questionnaire) was used to examine the
impact of professional and personal development of those EFL public school teachers
participating in the master’s degree programs sponsored by the Secretaría de Educación Distrital.
Six semi-structured interviews (See Appendix C, Teachers’ Interview) were also conducted with
the six participant teachers who were available and willing to answer. This last instrument’s aim
is not only to expand, compare and explain the data from the questionnaire, but also to identify
the areas of concern for those EFL public school teachers who were carrying out foreign
language master’s degree programs.
Questionnaire: According to Key (1997, p.1), “A questionnaire is a means of eliciting
the feelings, beliefs, experiences, perceptions, or attitudes of some sample of individuals”. The
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 49
purpose of implementing such an instrument was because “each respondent receives the same set
of questions phrased in exactly the same way. Questionnaires may, therefore, yield data more
comparable than information obtained through an interview” (Key, 1997, p.2).
One questionnaire was used as the first instrument to collect data. It was composed of six
demographic questions and 41 statements in which participants rated their degree of agreement
and disagreement based on a 4-point Likert scale in which scores range from 1 to 4, where 1
meant total disagreement and 4 total agreement. The statements were grouped into 8 dimensions;
the first five correspond to Shulman’s model (1987), and the other one is about Technological
PACK (Koehler & Mishra, 2009). The seventh dimension was added by the researcher in order
to examine teacher reflection upon researching and their own practices, and the last one
corresponds to Maslow’s model of Humans Needs (1943, 1954, 1971).
To create the questions for the questionnaire, it was necessary to define each one of the
dimensions proposed by Shulman and Maslow, as well as generate characteristics for each one of
them in order to establish questions for the different aspects that each definition addresses.
To have a validation process, table 1 was shared with the teachers of the master program
with the purpose of adding or skipping characteristics of each dimension to boost the questions
in the final version of this instrument (Appendix B).
The following table shows the process when creating the questions:
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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Categories Description
CONTENT KNOWLEDGE (CK):
Knowledge and domain that teachers have of
the subject matter they are teaching.
● Knowledge (proficiency) of the target language.
● Knowledge of the structure of the target language (i.e. syntax,
semantics, morphology, phonology, grammar, vocabulary)
● Knowledge of the components of the communicative
competence of the target language
GENERAL PEDAGOGICAL
KNOWLEDGE (PK):
Principles, strategies, and set of practices that
are usually related to methodology, classroom
management, motivation, and decision-making.
● Creation of a relaxed and enjoyable atmosphere in the classroom
● Classroom Management
● Presentation of work in a way that interests and motivates
● Providing feedback
● Building rapport with students
● Classroom management for learners of varied age groups
PEDAGOGICAL CONTENT
KNOWLEDGE (PCK):
“Identifies the distinctive bodies of knowledge
for teaching. It represents the blending of
content and pedagogy into an understanding of
how particular topics, problems or issues are
organized, represented, and adapted to the
diverse interests and abilities of learners, and
presented for instruction”. (Shulman, 1987:4).
“The means to represent and communicate the
subject, in order to make it comprehensive for
other people”. (Pineda,2002)
● Repertoire of different forms to formulate the content.
● Content represented in different ways.
● Organization of the content (i.e. from the easiest to the most
difficult)
● Strategies to foster the development of each skill.
● Selection, adaptation or creation of material to teach a specific
topic.
● Activities to promote interaction
● Activities to encourage collaboration and group work.
● Evaluation and assessment alternatives
CURRICULAR KNOWLEDGE:
Knowledge of what should be taught to a
particular group of students. It requires
understanding of student learning potential,
national syllabuses, school planning documents
and year group plans. In addition, any
examination or testing syllabuses must be
taken into account and any local or contextual
● Study of the country’s policies related to foreign language
teaching and learning.
● Knowledge of local policies that affect foreign language teaching
and learning.
● Knowledge of curricular knowledge
● Examination of the integration of foreign language content with
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 51
requirements should be considered. other subjects and vice versa.
KNOWLEDGE OF THE LEARNER:
“Besides the physical and psychological
characteristics of the learners, educators should
include knowledge about students’ cognitive
processes. This is knowledge about how
children, adolescents and adults learn”.
(Pineda,2002)
● Awareness of the role of physical and psychological
characteristics of the learner.
● Understanding of the cognitive processes of the learners.
● Familiarity with the neurolinguistic processes involved in
language acquisition and language learning.
● Sensitive to student context.
● Adaptation of methodologies, strategies and material according to
student age, proficiency, and context.
TECHNOLOGICAL PEDAGOGICAL
CONTENT KNOWLEDGE (TPACK):
“TPACK is the basis of effective teaching with
technology, requiring an understanding of the
representation of concepts using technologies;
pedagogical techniques that use technologies in
constructive ways to teach content; knowledge
of students’ prior knowledge; and knowledge
of how technologies can be used to build on
existing knowledge or to strengthen the old
one”
(Koehler & Mishra, 2009).
● Understanding of the manner in which technology and the FL
content that you teach influence one another.
● Mastering technological tools to address content or specific
topics in the classroom.
● Knowledge and management of technological devices and
programs to teach how to use the devices, and to reach the goal of
the class.
● Training about technological material design.
KNOWLEDGE OF TEACHING
PRACTICES AND RESEARCH:
Capacity to reflect upon his/her own teaching
practices.
Knowledge about how to carry out an
educational research.
● Reflect upon your own teaching practices.
● Capacity and ability to examine your own context.
● Develop opportunities to innovate in your class
● Become familiar with research methods to study your research
proposals.
HUMAN NEEDS:
Model in which Maslow (1943, 1954, 1971)
attempted to capture the different levels of
human motivation. It represents the idea that
human beings are propelled into action by
different motivating factors at different times –
● Basic / Psychological Needs:
Includes the most basic needs that are vital to survival, such as:
the need for water, air, food. Also, the need to be active, to rest,
to sleep.
● Safety and Security Needs:
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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biological drives, psychological needs, higher
goals.
Includes needs for safety and security. Examples of these needs
are: a desire for steady employment, health care, safe
neighborhoods, and shelter from the environment.
● Love and belonging needs (Social Needs):
These include needs for belonging, love, and affection.
Relationships, such as: friendships, romantic attachments, and
families help fulfill this need for companionship and acceptance,
as doe’s involvement in social circles, community, or religious
groups.
● Esteem needs:
Maslow noted two versions of esteem needs: The lower version is
the need for the respect of others, the need for status, fame, glory,
recognition, attention, reputation, appreciation, dignity, and even
dominance. The higher form involves the need for self-respect,
including such feelings as confidence, competence, achievement,
mastery, independence, and freedom.
● Self-actualizing Needs:
This is the highest level of Maslow’s hierarchy of needs. Self-
actualizing people are self-aware, concerned with personal
growth, less concerned with the opinions of others, and interested
fulfilling their potential.
Table 1. Categories, description and characteristics of Shulman's and Maslow’s models
As a result of the table above, 43 questions were made. After the expert validation, 2
questions were removed, resulting in a 41 question questionnaire. (See Appendix B).
Semi-structured interviews: In order to have a more profound analysis of teachers’
views and triangulate the data gathered from the interviews, six semi structured interviews were
implemented. Interviews were used in this project for several reasons. First of all, in an
interview, people’s views, attitudes, and experiences can be understood in depth (Wallace,
1998).
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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In this case, the interviews would help to build an understanding of areas of concern that
the teachers wanted to tackle within the master’s degree programs. Emerson (2007) claims that
interviews can be semi- structured, since both open-ended and guided questions are used. In
some points, unstructured questions will be used to allow free-flowing conversational process
about the research, while trying to maintain a small amount of control as to guide the focus.
One interview was applied to one of the teachers in each of the EFL master’s degree
programs where the questionnaires were applied. One of the seven interviews was not included
because it was in Spanish and the foreign language of the program was, in this case, Spanish.
However, the participant teacher was not teaching Spanish as a foreign language, so most of the
questions did not apply to the teacher’s teaching practice.
The interviews were divided into four parts: personal background composed of 14
questions; professional knowledge composed of 22 questions organized in the same first seven
dimensions of the questionnaire; the other part is about welfare, composed of 5 questions; and
the final one is about general perceptions composed of 7 questions. The interview’s approximate
answering time was one hour. The complete interview protocol has been included in Appendix
C.
Validation of Instruments
Firstly, the questionnaire was created based on Shulman’s study model of professional
development (1987) and Maslow’s model of Human Needs (1943, 1954, 1971). The
questionnaire was piloted with 8 classmates from the master’s degree program of Applied
Linguistics to TEFL at Universidad Distrital, all of them foreign languages teachers. Secondly,
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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expert review was also applied to check for the validity of the instrument. The questionnaire was
sent to a professional of applied linguistics and bilingual education from a very prestigious
university in Colombia, who has extensive experience and research.
Considering the suggestions and questions formulated by the expert, appropriate
adjustments were made. Based upon the final version of the questionnaire, the interview was
conducted and piloted with one of the colleagues from the same master’s degree program at
Universidad Distrital, who works as a public-school teacher and was part of Project 864. After
the pilot, two more questions were added to the first section about demographic information.
Researcher’s Role and Ethical Issues
For this study, the role of the researcher was that of an observer as well as participant.
This role was very important as it allowed the researcher to have more accessibility to
participants and data, taking into account the commonalities between the researcher and
participants.
Gold (1958) states that in this role, the researcher or observer has only minimal
involvement in the social setting being studied. There is some connection to the setting but the
observer is not naturally and normally part of the social setting. According to the latter, in this
specific study, the researcher was not part of the social setting where the participants work and
studied; this fact made the participants feel more relaxed in being part of this study and
expressed openly their opinions and feelings about the programs and their place of work.
Based on Patton’s (2002) Ethical issues checklist, the researcher should be accountable
for ensuring that:
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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• The participants and the institution are informed about the aim of the research they are asked to
participate in (See Appendix D – Consent Form for Directors and Coordinators of the Programs,
and Appendix B– Questionnaire with Consent Form for Participant-Teachers).
• They understand the risks and benefits they may face and get as a result of being part of the
research.
• Confidentiality is guaranteed. Numbers were used to change names and detailed information.
• There is peer-checking, meaning that the participants are aware of the interpretations that are
given to the data they provided.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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Chapter 4
Data Analysis
The questions that guide this research project relate to the participants’ areas of concern,
how EFL public school teachers’ participation in qualification programs sponsored by the local
government of Bogotá influenced their professional development from their own point of view,
and how such an experience had impacted their personal development. This chapter responds to
these questions and presents the findings from the quantitative and qualitative component of the
research.
Data Management
The data of this mixed study was gathered throughout the application of two instruments.
The first source of information was the EFL public school teachers’ responses in a questionnaire.
This instrument was composed of 6 demographic questions and 41 statements in which
participants rated their agreement or disagreement with some assertions that examined aspects
related to Shulman’s model of professional development (1987) and teacher welfare based on
Maslow’s model of Human Needs (1943, 1954, 1971).
The statements were grouped into 8 dimensions. The first five corresponded to
Shulman’s model, and the other one is about TPACK, (Koehler & Mishra, 2009) which refers to
the knowledge that teachers have to employ technology for educational purposes. The seventh
dimension was added by the researcher to examine teachers’ reflections upon researching and
their own practices, and the last one corresponds to Maslow’s model of Humans Needs (1943,
1954, 1971).
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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The questionnaire was applied to 69 EFL public school teachers who participated in EFL
master’s degree programs sponsored by the Secretaría de Educación Distrital in seven
universities of Bogotá. The selection of the participants was done taking into account the number
of EFL public school teachers in each semester of the programs. Accordingly, the semester
which had registered the highest number of EFL public school teachers was selected. In one of
the seven universities, the questionnaire was applied to all EFL public school teachers of the
master’s degree program since there were not too many teachers matriculated. The participants’
responses were saved in a Microsoft Excel spreadsheet for their corresponding analysis.
The second set of data was gathered from six semi-structured interviews, which were
divided into four parts: personal background composed 14 questions; professional knowledge
composed 22 questions which were organized in the first seven dimensions of the questionnaire.
Welfare composed 5 questions and the final part is about general perceptions and is composed of
7 questions. The interview’s approximate answering time was one hour.
The instrument was applied to one EFL public school teacher sponsored by the program
of the Secretaría de Educación Distrital; one volunteer-teacher per each university was selected.
The participants’ responses were recorded and saved, and then, during the analysis, transcribed
into Microsoft Word files, and stored.
Data Analysis Framework
This is a mixed study and understood as one that “focuses on collecting, analyzing, and
mixing both quantitative and qualitative data in a single study or series of studies. Its central
premise is that the use of quantitative and qualitative approaches in combination provides a
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 58
better understanding of research problems than either approach alone” (Creswell, 2008, p. 5). For
the quantitative data, the frequency and percentage of the participants’ responses in a
questionnaire were analyzed using Microsoft Excel.
The scope of this study is exploratory – descriptive, according to Creswell & Plano Clark
(2007, p. 78) this model is used:
when a researcher formulates quantitative research questions or hypotheses based on
qualitative findings and proceeds to conduct a quantitative study to answer the
questions. In addition, a researcher may identify emergent categories from the
qualitative data and then use the quantitative phase to examine the prevalence of these
categories within different samples
This study measured the participants degree of agreement and disagreement based on 4-
point Likert scale with scores ranging from 1 to 4 in which 1 meant total disagreement and 4
total agreement. The total scores in each question were counted and organized in percentages in
order to display their results as graphs. The quantitative framework was as an attempt to answer
research questions 2 and 3; the information that emerged from this analysis was triangulated with
the information from the interviews in order to have a more profound analysis of teachers’ views
The data gathered in the interviews was transcribed into Microsoft Word files and
analyzed based on the Charmaz (2010) Grounded Theory Framework. Charmaz (2010, p. 2)
defines grounded theory as “systematic, yet flexible guidelines for collecting and analyzing
qualitative data to construct theories ‘grounded’ in the data themselves”. This approach is purely
inductive and analytical and seeks to discover theory that emerges from collected data through
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 59
comparative and systematic analysis. This qualitative information has as objective not only to
expand, compare, and explain the data from the questionnaires, but also to answer the first
research question of this study.
Three types of coding were used, namely open, axial, and selective coding. The process
used in each type of coding permitted the identification of patterns, groups, and categories that
served to inductively generate theory from the qualitative data gathered and to respond to the
research questions. The process followed is described below.
After having collected and transcribed the data from the six interviews, the color coding
technique was used to identify recurrent ideas in the data collected. Each emerging theme was
assigned a label name which corresponds to the open coding stage. Strauss and Corbin (1990, p.
62) indicate that in this stage “data is broken down into discrete parts; closely examined,
compared for similarities and differences, and [in which] questions are asked about the
phenomena as reflected in the data”. A process of reading and re-reading was done to start
coding the instances that could potentially nurture the questionnaire responses and the research
interest, while always keeping in mind the research questions and objectives of the study.
After labelling the data collected by using different codes or names, the next stage
consisted of grouping similar themes under a central idea, which is, in essence, axial coding.
Strauss and Corbin, as cited by Charmaz (2010, p. 60), refer to this stage as “[a] strategy for
bringing data back together again in a coherent whole”. At this point, codes were grouped
according to the commonalities found. The initial codes were then put together in broader
abstract groups that became the preliminary categories and subcategories which responded to the
first research question posed.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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Identifying the preliminary categories and subcategories was followed by selective
coding. In this phase, a process of writing code notes was followed in order to keep ideas that
possibly connected the four main categories found. Memos were also used in order to keep track
of the theoretical concepts considered as relevant to explain each of the categories. As for the
links among categories, the organizational scheme by Strauss and Corbin, as cited by Charmaz,
(2010) was used. This scheme proposes: 1) Conditions, understood as the circumstances that
form the studied phenomena and answer the why, where, how come, and when questions; 2)
actions/interactions, participant responses to issues, and answer the by whom and how questions;
and 3) consequences, the outcomes of participant actions or interactions and answer the what
happens questions as a result of such actions/interactions.
Findings
Graph 1. Visual display of the emergent categories.
As explained above, this is a mixed study. The quantitative data emerged from the
questionnaires; this data is aimed to examine the impact of professional and personal
The qualification programs:
oportunnities for growth
Lack of collegiality in
schools
Technology and Pedagogy: areas
that deserve attention
The role of research in fostering reflection
Teachers' welfare as an aspect that
requires attention
The need to create and
strengthen social networks
Improving working
conditions for other personal
dimensions
Areas of
concern
Professional Development Well-Being
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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development on those EFL public school teachers who participate in the master’s degree
programs sponsored by the Secretaría Distrital de Educación. The graph above shows the
categories that emerged from the study and after the application and analysis of the instruments.
The graphs below show the information gathered from the questionnaires and this information is
divided into two parts: the first one is about demographic information while the second one
shows the frequency of responses of the 41 statements, which made up the questionnaire.
Demographic information
A total of 69 subjects responded the questionnaire, out of this group 71% (n=49) were women
and 29% (n=20) were men.
Figure 3. Number of female and male interviewees
Most of the participants were between 35–39 years old (32%), and 30–34 years (30%).
None of them was younger than 25 and a small percentage was older than 40 (26%).
Figure 4. Interviewees’ ages
Male
29%
Female
71%
0% 12% 30% 32% 10% 12% 4%
0%
20%
40%
60%
80%
100%
20 - 24 25 - 29 30 - 34 35 - 39 40 - 44 45 - 49 50 +
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 62
A large number of the participants (n= 49) pointed out that they did not have any other
studies after finishing their undergraduate programs; some of them (n= 15) have studied
postgraduate programs and a small amount of them (n= 5) have already completed a master’s
degree program.
Figure 5. Degree obtained before entering the current program.
The majority of the participants work in schools in the Bosa (16%) and Kennedy (16%)
localities, while the same percentage work in Rafael Uribe (12%) and Ciudad Bolivar (12%), and
the rest of the participants are distributed amongst the other 12 localities of Bogotá. None of the
EFL public school teachers that made up this sample indicated that they were working in the
localities of Chapinero (L.2), Teusaquillo (L.13), Candelaria (L.17) orSumapaz (L.20).
Figure 6. Localities of Bogotá where participants work
0%
71%
22% 7% 0% 0%
20%
40%
60%
80%
100%
Normalista Bachelor Specialization Master Other
0%
20%
40%
60%
80%
100%
4% 0% 1% 4% 6% 3%
16% 16%
4% 4% 9%
1% 0% 4% 1% 1% 0%
12% 12%
0%
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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The qualification programs: Opportunities for growth
This category refers to the development of a person in his or her professional role.
Professional development for educators is defined as “the activities that develop an individual’s
skills, knowledge, expertise and other characteristics as a teacher” (OECD, 2009, p.49); more
specifically, “teacher development is the professional growth a teacher achieves as a result of
gaining increased experience and examining his or her teaching systematically” (Glatthorn,
1995, p. 41).
According to this idea, the data gathered in this study shows that teachers wanted to
confront the area of professional development when they registered in the master’s degree
program since they felt the need for constant learning, improving teaching practices and
energizing students learning, which are the factors included in teacher professional development
as well as the domains that Shulman (1987, 2013) proposes in his model of Teachers’
Knowledge Base:
“For a long time the formulation of knowledge base was limited to the acquisition of the
basic skills required for teaching, the competency of educators in their subject matter
area, and the use of pedagogical skills. However, there are other variables that are critical
in the teaching profession. Such variables include the classroom context, the physical and
psychological characteristics of the learners, and the subject matter itself. Recently other
variables have been included in the list: the personal and practical experiences of
teachers, their reflective practices and research skills” (Pineda, 2002, p. 10)
A commonality in teachers’ responses was their inner drive to improve their teaching
practices and their expectation that the qualification programs (master’s degrees) would fulfill
that purpose. The teaching practices involved not only the way in which teachers delivered their
lessons, but also the skills to identify their students’ needs and ways of learning. The need to
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 64
enhance their way of teaching and energize student learning and classes are themes that teachers
frequently expressed in their interviews:
T: I choose the program because actually I realized that I need to improve my practices as
a teacher, because I realized that my SS were not comfortable in my classes, so I need to
improve.
(Interview teacher 1, p. 1. March 3, 2015)
I: What motivated you to participate in the program?
T: My motivation was to be a better teacher, to try that our students have better
opportunities (tears) to learn.
(Interview teacher 5, p. 2. January 15, 2016)
T: I chose it because I wanted in a good way improve my teaching practices, because at
the public school, well, firstly, I haven’t had enough experience with teaching, because I
graduated in 2009 and in 2010 I was already working in public school, so, the context is
different from what you’ve learnt in the past, in the classrooms. When I faced real
situations in context, I faced real students, you considered things that you haven’t done
before, so, I was working on what I’ve learnt in my bachelor degree but I though and I’m
still thinking we have to grow up and learn more strategies and new things, everything
related to what students need day by day…
(Interview teacher 6, p. 2. January 19, 2016)
In the excerpts above, participants expressed that they needed more strategies to energize
their classes; students’ needs and interests are seen as key factors to take into account in the
fostering of the participants’ teaching practices. Some participants mentioned their desire to
offer better learning opportunities to their students through materials development and design:
I: Why did you choose this program?
T: Ok, I like that here we can work with English, because when I work with the Spanish
subject at my school I think we don’t have many problems with that, It’s easier. But after
that, I began to see some problems with English, especially in the public sector, students
don’t have the possibility to have materials, to have resources and English has become a
subject… hmm ... a meaningless subject, so, they (the students) don’t see that English is
useful for them, they don’t like it. Most of them, they don’t feel engaged with the
learning activities in the EFL, so, I wanted to work but with English, so, I like this
emphasis because of that […]
The development of materials, I think it’s wonderful and it’s important and it really
changes the way students’ access to the learning, I think it is the most important point of
this emphasis in particular.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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(Interview teacher 3, p. 2. September 29, 2015)
Student needs, identities, context, likes, wants and lacks were also something that this
category encompasses since teachers recognized that students should be the main reason of the
learning – teaching process in their classrooms. They also expressed that recognizing student
needs and voices as well as including them in the classroom will have a positive impact in the
way students respond to class.
T: Here I’ve learnt a lot of that, and I improved my practices and I realized that some of
my practices were not like proper applicated for my students.
(Interview teacher 1, p. 3. March 3, 2015)
I have written some readings depending on the context, this context. Because I live in
(name of the locality), I’m taking into account this, the identity. At the university they
emphasize in that, the identity, they don’t, they can’t lose the identity […]
Identity, the gender, they talk a lot about the gender, because we have this problem now.
We have to integrate, we don’t have to discriminate … mmm ... what else ... students
with learning difficulties.
(Interview teacher 2, p. 5. September 24, 2015)
T: Yes, I think, because now, I consider my students more, may be before I just worked
without thinking about them, about their needs, but now I think, they are teenagers, I have
to work for teenagers, they have different moments[…]
When you think about your students and you create and prepare something for them,
they, the class changes. They feel different and respond different to the process, I would
say they respond better, because they feel they are valued, they are heard, and this in
materials development is a very important factor.
(Interview teacher 3, p. 6. September 29, 2015)
You have the opportunity to reflect or to think about. Or to be sure that your students are
learning or the way they are learning or be aware of their learning.
(Interview teacher 4, p. 4. October 7, 2015)
Another important characteristic that mobilized teachers to enroll in postgraduate studies
was their desire to acknowledge and address social issues that students face in their
surroundings. Students’ contexts are the basis for these group of teachers to start making
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 66
changes in their practices so that they respond to their students’ particular needs and situations
both academically and at the personal level:
T: Here I am developing a study based on the analysis of lyrics of songs related to social
issues that my students are facing through a critical thinking scope […]
The project, because it is related to the context, social issues that my students are facing,
but ... but know how to include it yes, I see that we have to go beyond of the classroom
and start what they are facing. And sometimes they did not like to go to school it’s not
because they want, it’s because they have something that happen to them and we don’t
know and actually teachers don’t realized that.
(Interview teacher 1, p. 4. March 3, 2015)
T: Ok, the project is about to enhance students’ oral fluency through in-context
photography activity based on community issues. We were working during one year,
well, preparing and planning, with eight graders, in 2014. The implementation took like
24 hours, in each institution, because there are two institutions, one in Ciudad Bolivar and
the other in Puente Aranda, but the population is very related, they have similar
characteristics […]
In our case, in the research part, let’s say that almost the 50% of the material was taking
and the other was designed because we have to fit with the purpose of the research
because it was in context photography and community based learning so, we have to
considered first the context and the issues that happen around it to design the material.
(Interview teacher 6, p. 4. January 19, 2016)
I: what kind of research are you doing?
T: A socio cultural research about learning, about English learning and all the aspects that
involves didactics of English.
I: Can you expand a little more this idea?
T: I think that in the way to manage the things with my partners because the topic of
intercultural competence is that, we have to manage the conflict, it’s a mediation, it’s
negotiation, we permeated our knowledge.
(Interview teacher 5, p. 4. January 15, 2016)
The samples above show that teachers are taking the social issues that surround their
students’ context into account - social problems, opportunities for learning with contextualized
materials, and intercultural competence to create tolerance. Further, local policies, projects and
programs currently carried out in public schools are aspects that affect their learners’ education.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 67
These local projects are also included in the concerns that teachers addressed in their research
studies:
T: As you know, (name of the university) is focused in investigation, research and we are
supposed to make a research and I thinking about Media Fortalecida ...
I’m trying to connect my studies with the school and with the distrital program Educación
Media Fortalecida...
(Interview teacher 2, p. 3. September 24, 2015)
I: Can you tell me a little about your research proposal?
T: It’s about a program, a public program from alcaldia, which is 40 x 40. This program
works with centros de interes, one of them is bilingualism, EFL. My research is a case
study in my school, I’m trying to see in the findings the perceptions children and teachers
who are working on that program, have about that program in my school.
(Interview teacher 4, p. 4. October 7, 2015)
As seen above, teachers included in their research proposals the factors that they
considered to be affecting the process of EFL learning in their students. Participants in this study
stated that their projects tried to respond to their students’ context and needs, so they wanted to
include them in their studies to contribute to the everyday issues their institutional community is
facing.
As explained before, the statements in the questionnaire were grouped into 8 dimensions,
taking into account Shulman’s model, TPACK (Koehler & Mishra, 2009), and Maslow’s model of
Humans Needs (1943, 1954, 1971). Regarding the first dimension, which was related to
Shulman’s dimension of Content Knowledge, the statements examined if participants perceived
that the program had impacted three aspects: improving proficiency, structure knowledge of the
target language, and understanding of the components of the communicative competence. The
following figure shows the results that correspond to each item:
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 68
Figure 7. Participants’ view on the impact on the Content Knowledge dimension.
This data indicates that a high percentage of the participants had a favorable perception of
the impact of their programs on each of the three aspects examined: Proficiency (83%), Structure
Knowledge (78%), and Understanding of the Communicative Competence (90%).
This information is similar to what participants expressed in their interviews. A
commonality in their view was that programs provided ample opportunities for practicing the
target language. From their perception, this is relevant as they recognized the limitation of being
immersed in a monolingual context that to a certain extent detracts them from having a real
practice of the language. The fact that their programs demanded practicing the target language is
perceived as a contribution:
I: Has your language proficiency improved due to the program?
T: Yes of course, because... that’s not doubt that when you are in a public school and
may be; you don’t need to be in a constant progress speaking in English, so, your level
starts to decrease, so, in this master program my proficiency in the language has grown
up, because every time in the university I have to speak in English and that’s good.
(Interview teacher 1, p. 2. March 3, 2015)
I: Ok, has this program influenced your language proficiency?
T: Yes, in a positive way of course, because I have to listen all the time lot of people
talking in English, because the classes are in English. Excellent teachers some of them are
native teacher that come to (name of the university), and all the time they demand that
0%
20%
40%
60%
80%
100%
7% 7% 3% 10% 14%
7%
45% 43% 41% 38% 35%
49%
Totally disagree
Disagree
Agree
Totally agree
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 69
our activities were in English, so, I think we had to improve the listening and speaking, I
consider that it affects my speaking because I’m always in Colombia and (name of the
school) all the time, but I think I can speak and communicate.
(Interview teacher 5, p. 12. January 15, 2016)
An aspect that was highlighted by one of the participants was the key role of tutoring
sessions provided by the university to help participants with language problems they
encountered. In this particular university, free tutoring sessions are offered as a support. This is
perceived as an extra contribution that programs give to the participants because this is not
something in which programs should focus on, as it will be explained in the conclusion chapter:
Something positive is that if you have difficulties with language, the university provides
the spaces and the teachers who support you with that part, I think in the language it’s
very good.
(Interview teacher 6, p. 12. January 19, 2016)
Shulman’s model proposes that teachers should master the knowledge of the structure,
which for EFL teachers requires a solid knowledge of the linguistic aspects of the language such
as syntax, semantics, morphology, phonology, grammar and so on. This was an area that teachers
highlighted as positive in their programs. They gained confidence in using the structure of the
language to diagnose students and to propose pedagogical solutions.
T: I think what have done this master program is it has given me tools, pedagogical tools
and so that, now I can use them to apply them in the context, with the difficult situations
we face every day as teachers in public institutions, nowadays, we have or I have more
tools in relation to language topics, I think it’s better now, I mean, my knowledge onto
that, I think I can manage more… some situations that maybe appear in the classroom, in
the class, in a normal class.
(Interview teacher 3, p. 6. September 29, 2015)
We always are making like diagnostics of the language, its parts, every activity is an
opportunity to know your students. If we are talking about speaking, you realize the
affective field, if they are shy, or they are enthusiastic about things, when you are. Just
with a simple activity, you see if they have enough vocabulary or not, if the things you
are asking for example matching, if they are able or not to do it, so yes, in the program, I
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 70
have got, let’s say, a luggage of tools to know or to make simple activities that can make
you analyze if your population has or not.
(Interview teacher 6, p. 7. January 19, 2016)
The Content Knowledge Dimension also addresses the understanding of communicative
competence. The most recurrent and relevant feature of teachers’ views with respect to this area
was the awareness they gained of what communicative competence really implies. As shown in
the excerpt below, the participants tended to realize that their practices were mechanical and fell
into patterns of repetition. They were conscious that in some cases they were trying to meet the
demands of testing in the country and in doing so, their practices were limited.
T: I have learnt to be more communicative, because we also say that our approach is the
communicative approach, but we really don’t do that, no... we focus a lot in grammar, in
our classes, we don’t focus in speaking or in listening but in reading and writing, we
emphasize a lot in grammar because of the ICFES test, because it requires a lot grammar
so we emphasize in grammar and we forget about listening and speaking, and I’m trying
to improve in my classroom and I’m trying to improve the speaking.
(Interview teacher 2, p. 3. September 24, 2015)
Regarding the second dimension in Shulman’s model, Pedagogical Knowledge, the
following charts show the tendency in teachers’ responses. This dimension addresses the
principles, strategies and set of practices that are usually related to methodology, classroom
management, motivation, and decision-making. The first statements of this dimension are
related to classroom management and atmosphere.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 71
Figure 8. Participants’ view on the impact of their programs in classroom management and environment
Figure 8 shows that the responses to the impact of the program on teachers’ abilities to
manage and create appropriate and stimulating classroom atmospheres were very positive. A
high percentage indicated that they totally agreed with the favorable impact of the program
(enjoyable atmosphere 52%, classroom management 45%).
This finding echoes some of the responses provided in the interviews. Again a repetitive
feature was stimulating teachers’ awareness of the flaws in their classes. Teachers felt they
gained expertise to manage students by relying upon knowledge from theory that they could
apply to their teaching scenarios:
T: Yes, of course, to me it’s what I expected, that was to learn, to manage students, so, I
think it gives us a lot of tools… we have the knowledge of how to do the things, it’s not
only to work with the common sense, now, there are theories about that, so, I could apply
to the students.
(Interview teacher 6, p. 6. January 19, 2016)
T: yes, totally, I cry because of happiness, yes of course, when we know how to lead, how
to manage our way of teaching, the students. The universe of our students change and
we change. It’s not difficult to teach, because we understand the environment, the
context, we have tools or knowledge to do better our work, to me it’s, I’m so grateful for
this opportunity.
(Interview teacher 5, p. 7. January 15, 2016)
0%
20%
40%
60%
80%
100%
1% 1% 6% 7%
41% 46%
52% 45%
Totally disagree
Disagree
Agree
Totally agree
Creating a relaxing and
enjoyable atmosphere
Improving Management
Skills
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 72
The other set of statements that examined the Pedagogical Knowledge Dimension deal
with motivation, methodologies and strategies to work with learners from different ages and with
content presentation and organization. Figure 9 illustrates the favorable views of teachers with
respect to those aspects: Methodologies 58%, the highest percentage; Content Presentation 49%;
and Content Organization 48%.
Figure 9. Participants’ view on the impact of their programs in Content Presentation and Organization and
Methodologies with students from different ages.
These aspects - motivation, methodologies and strategies with learners from different
ages, and content organization - were also remarked in the teachers’ interviews, who expressed
the contribution of the program on their way of presenting and organizing the content, along with
the methodologies and strategies used with learners from different ages.
The following excerpt indicates one teacher’s opinion about the changes of her teaching
practices. She claimed that she was aware of these changes because her students expressed that
they had fun in her classes, how much they enjoyed the activities, and she said she had not had
this experience before doing the master’s degree program since her classes were very traditional.
I’m happier now, because I feel better in my class, I think I have more elements to work
with my children. I know many things that have improved my practice and in this
moment my students told me, told me that in my classes, teacher this exercise was
0%
20%
40%
60%
80%
100%
1% 1% 1% 7% 7% 6%
49%
33%
48% 42%
58%
43%
Totally disagree
Disagree
Agree
Totally agree
Content presented through motivating
ways
Methodologies and
strategies used with learners from different ages
Content
Organization
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 73
wonderful, I enjoyed it a lot , and we learnt and I haven’t had this experienced before of
the master program because my classes were very traditional and didn’t have enjoyable
activities.
(Interview teacher 3, p. 8. September 29, 2015)
The samples below indicate interviewees’ stances about presenting content in a
motivating way; the guidance received at their programs helped them to put into practice
strategies to select the content of their classes according to their students’ needs. Nevertheless,
they expressed the difficulty in applying some practices, due to the rigid programs that they have
at their schools.
I: Have you learnt how to organize the content?
T: Well, yes, I would say yes, the problem in the school is that there is like a program that
you have to follow yes, so... but if you are talking about the level of difficulty, yes,
maybe now I can start with the easiest part and go to more, more difficult, more complex
and that’s good, but in terms of the content per se; we have to teach something and that’s
what we have to do.
(Interview teacher 1, p. 3. March 3, 2015)
I: Has the program offered you opportunities or strategies to know how organize the
content, to select the content?
T: Yeah, that was one of the seminars, we talked about that and our teachers proposed to
us some kinds of ways to choose the syllabus, to design it, to follow, know we have to put
those strategies into practice.
There is a kind of framework that our teachers proposed us and it has like some… some
moments, some components, first we have to see which are the needs that our students
have, then we have to plan what are we going to work in reference to those needs.
(Interview teacher 3, p. 4. September 29, 2015)
Regarding the program’s influence on the knowledge of teachers’ methodologies and
strategies with learners from different ages, teachers claimed in the interviews that now they
understand the importance of considering their students’ ages because each life stage is different
and learners have different needs, likes, lacks and wants according to their age and teachers
should include these in their classes.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 74
I consider my students more, may be before I just worked without thinking about them,
about their needs, but now I think, they are teenagers, I have to work for teenagers, they
have different moments.
(Interview teacher 3, p. 4. September 29, 2015)
Yes, we do that in one subject, we talked about children ways of learning and we
understand each child is different… children learn different from adults and teenagers.
(Interview teacher 4, p. 5. October 7, 2015)
The last aspects that Professional Knowledge Dimension examined are feedback,
assessment and evaluation, and student rapport. Figure 10 shows the teachers’ views, which
continued inclining for the positive effect of the program; nearly fifty percent of the participants’
responses totally agree with the influence of their master’s degree program on feedback (42%
totally agree and 52% agree), evaluation and assessment (49%), as well as student rapport (49%).
Figure 10. Participants’ view on the impact of their programs in connection with student rapport, feedback,
assessment and evaluation.
In the interviews, participants also continued with the positive tendency; they asserted
that the program has made them aware of the diverse ways to assess and evaluate, as well as
provide students with more efficient feedback. They expressed that they have realized the
importance for their students to have the opportunity to know what their mistakes are and how
0%
20%
40%
60%
80%
100%
4% 4% 3% 1% 4% 9%
52% 42%
36% 42% 49% 49%
Totally disagree
Disagree
Agree
Totally agree
Ways to provide
feedback
Building student
rapport
Ways to assess and
evaluate
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 75
they can correct them. As a consequence, both teachers and students would be more aware of the
content and the learning process:
Now I am trying to be more communicative, I am trying to improve my practices in the
error correction, I used to grade with an X with a red pen, it is incorrect, it is not, and I
understood that it does not help my students, because yes, that’s wrong but why, and I
didn’t give them the opportunity to know what was the mistake and how to correct it.
Now I think that this master program has helped me to be, like more, give more and
efficient feedback to my students.
(Interview teacher 1, p. 4. March 3, 2015)
T: Strategies, hmm... I think it gives the opportunity to think about evaluation process,
more important to evaluate, specifically in bilingualism, it’s to think on the general
process, so, you have the opportunity to reflect or to think about. Or to be sure that your
students are learning or the way they are learning, or be aware of their learning.
(Interview teacher 4, p. 4. October 7, 2015)
One of the participants pointed out that the university where she studied has a focus on
evaluation probably because it is a mandatory factor to take into account in master’s degree and
teacher qualification programs. The teacher indicated that this is a very important factor in
teacher qualification because of the scarcity of knowledge in this area. Her discourse indicated
that there were difficulties in the execution of proper evaluation, assessment and feedback
processes in public education. In addition, time seems to be a factor that influences what
teachers do in class and sometimes they perceive that there is not enough time to carry out all the
necessary activities:
I think that it’s something is which the master is very focused and very well done, in
improving that part. I don’t know if it is because they realized that this is a lack of
knowledge we have as teachers, not everybody. I think it happens because, for example
at my school I don’t see a lot of teachers that do as the way it has to be done. Yes, so, it’s
very difficult and for the teachers it’s very difficult to connect everything, especially
when you have forty students and you have only like one minute or two minutes to talk
with your students and see what happened, what did you do, what you didn’t do. It’s very
difficult because they are not used to analyze their progress especially in language
learning.
(Interview teacher 6, p. 7. January 19, 2016)
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 76
The extract below presents most of the opinions that teachers had about the guidance that
they have received in their programs in order to build student rapport along with a more affective
and effective relationship. Participants expounded that they learnt to go beyond the classroom
and to understand the context, interests, needs and likely problems that their students face in
order to include them as part of the class and as activities to learn the language.
They claimed that it is important to know who the students are, to listen to them and to
consider them as people who feel, not only as sheer learners of something. Sometimes this is
difficult because it demands time which is something they feel they lack of:
I see that we have to go beyond of the classroom and start what they (students) are facing,
and sometimes they did not like to go to school it’s not because they want, it’s because
they have something that happen to them and we don’t know and actually teachers don’t
realized that.
There is a social purpose and objective which is very social, understand the student as a
human been as a person who feels, and not like the bottle that we have to fill up ... yes …
so ... that’s interesting, that is a perspective, that is not new, but some of us, talking about
teachers. We don’t take into account it because it demands time, because it is stopping
our activities, or not stopping apart of our activities we have to know our students, listen
to them, go beyond. That’s requires time and maybe we don’t do it but it’s important, I
know it, in here my teachers told me about it.
(Interview teacher 1, p. 4. March 3, 2015)
The third dimension in Shulman’s model, represented in the questionnaire, deals with
Pedagogical Content Knowledge, which “represents the blending of content and pedagogy into
an understanding of how particular topics, problems or issues are organized, represented, and
adapted to the diverse interests and abilities of learners, and presented for instruction” (Shulman,
1987, p. 4). The statements addressed aspects such as methodologies, strategies to promote
classroom interaction, collaborative work as well as materials adaptation and creation.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 77
Figure 11. Participants’ view on the impact of their programs in their repertoire of methodologies to teach
and strategies for interaction and collaborative work.
Figure 11 depicts the positive perception that almost half of the participants had regarding
the contribution of the program in relation to the first three aspects mentioned above: 55% of the
interviewees completely agreed with the positive impact of the program on expanding their
repertoire of methodologies, 48% with strategies to promote classroom interaction, and 45% with
encouraging collaborative work. This dimension was also pointed out in the interviews in which
teachers asserted that they have gained confidence in their knowledge and in ways to innovate in
the teaching of the language:
I: Have you gained knowledge about methodologies or strategies to teach EFL?
T: Yes it has, because in the program you study a seminar contexto y aprendizaje; you
study different methodologies, different strategies, programs. Yes, it gives you
knowledge to teach EFL, so, of course you are more able to teach that.
(Interview teacher 4, p. 4. October 7, 2015)
I: Ok, have you had opportunities to learn or strength methodologies and different
strategies to teach the EFL?
T: Yeah, I should say that in this master program we have learnt a lot…
I: For example?
T: hmm… I think now I’m working not from the traditional point of view, but I’m trying
to work more with the meaningful learning approach.
(Interview teacher 3, p. 4. September 29, 2015)
0%
20%
40%
60%
80%
100%
1% 1% 4% 10% 6% 7%
33% 45% 43%
55% 48% 45%
Totally disagree
Disagree
Agree
Totally agree
Repertoire of
methodologies to teach
the target language
Repertoire of strategies to promote classroom
interaction
Repertoire of strategies to encourage collaborative
work
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 78
The following samples describe teachers’ points of view about the way the programs
helped them to foster interaction. Participants expressed that they did not address interaction
effectively and that they were not aware of affective factors influencing it. The application of
theories seemed to have played a positive influence in their work. They reckoned that this was a
practical and useful component as they were able to understand the complexity of factors
involved in trying to stimulate students’ participation.
We have the knowledge of how to do the things, it’s not only to work with the common
sense. Now, there are theories about that, so, I could apply to the students, for example,
oral interaction. One theory says that the teacher talks a lot, but the teacher interacts with
the first students and the center of the students, the last of the lines, and the teachers
forgets other students, and that is a theory, to me it’s practical. When I tried to apply it to
my classroom and I noticed it was true, and the students say you only ask him, you only
ask her, and I said oh, the theory is true, and I didn’t notice that I did that thing. It’s
practical because I noticed and I had to change it.
(Interview teacher 5, p. 7. January 15, 2016)
It considers a lot of aspects that I haven’t considered before. I think that is practical,
because I have to consider as I told you cognitive, linguistics needs, affective factors,
objectives, the sequence, if you are making the scaffolding in the correct way, the
evaluation, the time, the kind of interaction you are having with your students, the
materials, some aspects I didn’t consider before.
(Interview teacher 6, p. 10. January 19, 2016)
Another aspect that is considered in this third dimension is the importance of developing
skills to select, adapt and create materials. Figure 12 represents participants’ answers to this
statement, which continues validating the favorable perception that teachers had about the
academic preparation (content knowledge, pedagogical knowledge and pedagogical content
knowledge) of the programs. Most of the participants (88%) agreed with the positive effect that
programs have had on the development of skills to select, adapt and create materials
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 79
Figure 12. Participants’ view on the impact of their programs to select, adapt and create materials.
This perspective was also underlined in the interviews, in which teachers valued the
emphasis that programs have in materials development and design. The excerpts below explain
teachers’ opinions about the importance of the qualification in doing contextualized materials for
Colombian learners now that most of the materials are created abroad and they do not take
different settings into account, particularly, the needs and identities of the students from the
sector of public education.
I: Has the program helped you to select, adapt or create materials?
T: Yes, it does, because I have written some readings depending on the context, this
context. Because I live in (name of the locality), I’m taking into account this, the identity.
At the university they emphasize in that, the identity, they don’t, they can’t lose the
identity.
(Interview teacher 2, p. 4. September 24, 2015)
T: Yes, selection, adaption and creation, yes, there was one of the topics in the
methodology assignment that we have to do all the time. As I told you, we have theories
but we had found the proper material to apply the theories, and make them evident in the
classroom and select the result. It’s difficult because almost all the material is designed
abroad, USA, UK, but basically we have to redesign those materials in order to adapt
them to our context, our population. In our case, in the research part, let’s say that almost
the 50% of the material was taking and the other was designed because we have to fit
with the purpose of the research because it was in context photography and community
based learning, so, we have to considered first the context and the issues that happen
around it to design the material.
(Interview teacher 6, p. 5. January 19, 2016)
0%
20%
40%
60%
80%
100%
Select, Adapt and Create Materials
4% 7%
43% 45%
Totally disagree
Disagree
Agree
Totally agree
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 80
The next sample illustrates the opinion of one teacher regarding the emphasis that the
university where she studied has on materials design. She learnt to create contextualized
materials for their students, and this action has had an impact on her students’ learning. She
pointed out that teachers used to work with photocopies, but when they thought of their students,
they created more appropriate materials and, therefore, students’ responses in class varied
because they felt valued. Students recognized teachers’ efforts to take their voices into account.
Yes, yes because teachers, we are used to work with photocopies, to work with the
traditional books. But when you think about your students and you create and prepare
something for them, they, the class changes, they feel different and respond different to
the process. I would say they respond better, because they feel they are valued, they are
heard. And this in materials development is a very important factor of this emphasis.
(Interview teacher 3, p. 7. September 29, 2015)
Maintaining the continuity with the dimensions examined in the questionnaire, the next
dimension that Shulman proposes is Curricular Knowledge, which requires understanding of
students’ learning potential, national syllabuses, policies, school planning documents and some
other local or contextual requirements that the educational field considers important.
Figure 13 explores the components of policies in the Curricular Knowledge Dimension.
Data showed that a large number of participants considered they have expanded their knowledge
regarding policies related to foreign language teaching and learning. The teachers’ tendency to
rate the statements continued being positive; teachers agreed with reflection (82%) and
knowledge (80%) issues that they have gained about the local foreign policies.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 81
Figure 13. Participants’ view on the impact of their programs on reflecting and knowing about local policies.
This tendency is also highlighted in the interviews. Participants claimed that there is a
gap regarding policies because they did not read about them in their undergraduate programs.
However, the participation in postgraduate programs allowed them to become more
knowledgeable about the normativity of the country, particularly in terms of bilingualism and
how those policies could be applied in their work places.
I: Have you gained knowledge about local policies?
T: Yes, I would say yes, and specifically in second semester. We were reading a lot
about policies and I would say, that was kind of new for me, because in my
undergraduate program, actually I didn’t read anything about policies in language
education.
I: Which policies?
T: Bilingualismo, Standards of English Teaching even though the Ley 115, Ley de
educación. I knew that it existed but… to read it.. no…something about media fortalecida
and that was because I knew the policy first at the university and then I recognized it
because it is applied at the school where I work.
(Interview teacher 1, p. 4. March 3, 2015)
I: Ok, has this program helped you to expand your knowledge about EFL policies in
Colombia and other parts of the world?
T: Yes, I do consider this, hmm… before beginning this master program, I wasn’t very
aware of that, of the policies about education, but I think now I’m more engaged to that,
because it’s very important, it’s obviously and there was also a seminar in relation to
that, to that results.
(Interview teacher 3, p. 5. September 29, 2015)
0%
20%
40%
60%
80%
100%
3% 4% 14% 16%
49% 51%
32% 29%
Totally disagree
Disagree
Agree
Totally agree
Reflect upon country’s policies
Knowledge about local policies.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 82
The other features observed in this fourth dimension tackle curricular knowledge and
integration of EFL content with other subjects. Figure 14 shows that most of the participants had
a favorable perception of the impact of programs in regards to these aspects. Most of the
participants considered they had learnt about curricular knowledge (42% agreed and 39% totally
agreed), and leant how to integrate EFL content with other areas (38% totally agreed and 33%
agreed).
Figure 14. Participants’ view on the impact of their programs on curricular knowledge and
integration of EFL with other subjects.
.
Lack of collegiality in schools
It is noteworthy that compared to the positive views teachers had of the other items
presented before in the questionnaire, the statement about integration of EFL content with other
subjects was met with a higher degree of disagreement (26%). This is explained maybe with the
opinions that teachers gave in the interviews. Many of them indicated that they have to cope
with lack of collegiality in their schools. Peers usually show some reluctance to work in teams
and, consequently, it is difficult for teachers to apply the knowledge gained in these components.
I: What about curricular knowledge? Have you learned something related to that?
T: Yes, I have learnt a lot. It’s difficult to put that into practice in the school, because
there is another thing, the practice is different. Here, we saw many ways of how we can
0%
20%
40%
60%
80%
100%
1% 1%
17% 26%
42% 33%
39% 38%
Totally disagree
Disagree
Agree
Totally agree
Curricular knowledge
Integrating EFL content with
other subjects
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 83
work to organize a syllabus, to propose maybe work with different areas, but when you
are in the context, in the school, that is complicated, people don’t want, teachers at the
school don’t want to work as a team, so, it’s very difficult.
I: So, regarding the interdisciplinary matter, have you had opportunities to integrate
content in different areas there, at your school?
T: Sometimes, I work with some colleagues, but it’s very different, I think this is one of
the problems, most difficult problems of our public sector, that teachers don’t work
together, to fulfill their objectives.
(Interview teacher 2, p. 5. September 24, 2015)
T: One of the my personal purposes and the one that I committed for this year was yes,
speak aloud regarding that. Now that we are in the planning, let’s say, creating a new
planning, we still continue having basis in the previous one, and it’s very difficult. I can
share, but each teachers is able or not to apply the things that I mentioned, and for
example, according to the Standards we have to fit in those parameters and I cannot
change the context, I cannot change that. What I can do is in my classes to have another
perspective, and implement strategies to see what happen, what can I improve beyond the
skills, beyond the topics. I can share this with the teachers but it’s up to them if they do it
or not, because the program still is based on the previous years and in the Standards that
set the SED and MEN.
(Interview teacher 6, p. 6. January 19, 2016)
In the excerpts above, teachers mentioned that they felt more confident about their
knowledge because of the experience that they gained in the master’s degree program. They tried
to share ideas with their coworkers and contribute to the planning and improvement of their
curriculum, but they did this in a very tactful way because they considered that, especially in the
sector of public education, they confront adversities with teamwork. This apparently leads
teachers to work individually in their classrooms and, despite the efforts to mobilize their peers
for making changes in the school, they prefer to remain silent. It seems that it is still an obstacle
to invite teachers to move beyond their comfort zone.
I: And in curricular knowledge, have you gain expertise in curricular knowledge?
T: Hmm ... to put into practice? Well, I tried to work on the school, but, it’s not actually
in the curriculum of the school, we don’t have, that’s part of my studio, operation
curriculum. That’s why we started doing changes, hmmm, by fixing somethings that
through the experience in the master you get. You start changing in the process, we are
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 84
now working in the curricular school, I’m trying to make some adjustments, but it hasn’t
been finished, we are in that process.
I: Ok, and have you had opportunities to integrate EFL and other subjects at your school?
T: I do that by myself, sometimes I give my students activities with math topics, for
example, but in English or science but in English, but it’s because I do this in my English
classes, not because I’m working with the science or math teacher to integrate the
subjects.
(Interview teacher 5, p. 5. January 15, 2016)
I: Have you learnt about curricular knowledge to put into practice at your school?
T: Hmm ... yes of course, because all that we learnt in the master, we teach to our
students, we try to share with our students, and with my coworkers. I think that I try but
in an invisible way, when we talk in our curriculum about culture, about English, I say,
we can work that thing, but not in an imposing way, we work in groups and I don’t take
the leadership, because I think this is not the way. We can do the things in a calm way,
but I try to do it, because I consider now I have more expertise to do that.
I: Ok, have you gained expertise in integrating foreign language content with other
subjects?
T: Hmm ... I think that I can do it, but I don’t apply this in the school, because it’s
difficult, the English is only, it’s beginning to better, to improve, but not in all the
subjects, some colleagues don’t like English.
(Interview teacher 5, p. 4. January 15, 2016)
The subsequent dimension explored in the questionnaire is the one that Shulman proposes
as Knowledge of the Learner, which states that “besides the physical and psychological
characteristics of the learners, educators should include knowledge about students’ cognitive
processes. This is knowledge about how children, adolescents and adults learn” (Pineda, 2002,
p. 11)
This dimension examined aspects such as the role of the physical and psychological
characteristics of the learner, expertise of students’ cognitive processes, neurolinguistic processes
involved in language learning and acquisition, receptiveness towards students’ context and
adaptation of methodologies, strategies and material according to students’ characteristics and
context.
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Figure 15 presents participants’ views on the impact of the first three aspects examined in
the Knowledge of the Learner Dimension. The perception continues being optimistic and the
majority of the participants agreed on the influence that their programs have had on the
awareness of the role played by the physical and psychological characteristics of the learner
(88%). They gained expertise of students’ cognitive processes (83%), and knowledge about
neurolinguistics processes involved in language learning and acquisition (71%).
Figure 15. Participants’ view on the impact of their programs on the role of the physical and psychological
characteristics of the learner, expertise of students’ cognitive processes and processes involved in language
learning and acquisition
This information is similar to what participants expressed in their interviews. A
commonality in their view was that programs guided them to take students’ characteristics,
learning styles and difficulties into account. In the excerpts below, teachers stated that before the
master’s degree programs, they did not consider the latter as important factors. They carried out
their duties without including considerations of students’ qualities, needs and ages. They realized
that these features play an important role in students’ learning and that when included in
teachers’ planning, students’ responses are more positive. It is also important to highlight that
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28%
Totally disagree
Disagree
Agree
Totally agree
Role of the physical and
psychological characteristics
Expertise of students’
cognitive processes.
Processes involved in language
acquisition and learning
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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teachers begin to become aware of issues such as gender, identity and discrimination in EFL
context.
I: Has this program helped you to understand the role of the psychological and physical
characteristics of the learners?
T: Yes, I think, because now, I consider my students more, maybe before, I just worked
without thinking about them, about their needs, but now I think, they are teenagers, I have
to work for teenagers, they have different moments.
(Interview teacher 3, p. 5. September 29, 2015)
I: Have you learnt about the role of the psychological and physical characteristics of the
learner?
T: Yes because my teachers show us their researches and most of them are according to
the psychological characteristics of the students and according to their investigations we
have learnt something about the psychological characteristics of the students… Not all,
but somethings, for example identity, the gender, they talk a lot about the gender, because
we have this problem now, we have to integrated, we don’t have to discriminate …
hmmm ... what else ... students with learning difficulties.
(Interview teacher 2, p. 5. September 24, 2015)
The fragment below illustrates one teacher’s opinion about the role the programs played
in providing educators with tools to be aware of students’ characteristics and needs. They
recognize the importance of working autonomously and gaining knowledge through the
exploration of theories and experience in the application of those tools to cope with all the
pedagogical situations at their schools.
I: ok, has the program given you the tools to recognize or know how to take into account
the psychological and cognitive characteristics of the learners?
T:Hmm, at the beginning of the master, we had a subject that dealt… went in deep into
those aspects, to know theory about that, then, in the process is when you see if
something happens with the students. You can distinguish, but I think is something that
you develop with the experience also, if the university gives or not tools, they can give us
something, but we have to go further and it’s autonomous. That’s why I told you that
sometimes we can discover, we have to ask others to explore sources, to know what
others were doing, because teachers they give us a lot of possibilities but we have to look
for other things. It’s like the part of the autonomous learning that they are trying to foster
in us.
(Interview teacher 6, p. 9. January 19, 2016)
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Participants also mentioned the knowledge they have gained about the processes involved
in language learning and language acquisition. They felt more confident about the application of
that knowledge in their settings. They also recognize that English in the Colombian context
should be understood as a foreign language learning process not as a process of acquisition. The
next samples present these perspectives.
T: hmm.. yes of course, it’s the theory about learning, we worked on the Stern theory, in
which foreign language is a process of learning, and I believe in that, not that it’s an
acquisition, because this is not our context, so, we think that the learning is crucial. So,
we think that the learners are the important people here, our learners, and we look for the
characteristics of the learning process. We are working on that.
(Interview teacher 5, p. 5. January 15, 2016)
I think I’m learning language regarding any topic about language learning and
acquisition. I think I’ve improved a lot but specially in writing.
(Interview teacher 6, p. 4. January 19, 2016)
As mentioned above, Knowledge of the Learner Dimension also addresses other two
aspects: the receptiveness towards students’ context and adaptation of methodologies, as well as
strategies and materials according to students’ characteristics and context. Figure 16 illustrates
participants’ affirmative responses to these statements, in which they agreed that the program
had contributed to becoming more sensitive to students’ context (96%) and to develop skills to
adapt methodologies, strategies and materials according to the students’ characteristics and
contexts (92%).
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School Teachers. 88
Figure 16. Participants’ view on the impact of their programs on the receptiveness to students’ context and
adaptation of methodologies, strategies and material according to students’ characteristics and context.
This positive perception is also shared by the teachers in the interviews, in which they
expressed that the programs have helped them to be aware of their contexts, and to go beyond
their classrooms. Evidently, the programs have stimulated teachers’ willingness to examine the
pertinence of their pedagogical proposals to the students’ contexts and to explore the social needs
surrounding the students. The samples below present these ideas.
I: Have you learnt how to include context in you activities?
T: Of course, maybe because of the project, because it is related to the context, social
issues that my students are facing. But... but know how to include it yes, I see that we
have to go beyond of the classroom and start with what they are facing. And sometimes
they did not like to go to school it’s not because they want, it’s because they have
something that happen to them and we don’t know and actually teachers don’t realized
that.
(Interview teacher 1, p. 4. March 3, 2015)
T: I think the way you begin to be aware of your context in terms of pedagogy, here in
Colombia. I think the university and specially this master program gave us the possibility
to begin to comprehend what is our pedagogical setting and how difficult is to teach here
in this context and in the public sector.
(Interview teacher 3, p. 6. September 29, 2015)
Teachers also highlighted the guidance they received from the master’s degree program
to become skillful at adapting methodologies, strategies and materials according to their
0%
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100%
1% 4% 3% 3%
45% 49% 51% 43%
Totally disagree
Disagree
Agree
Totally agree
Receptiveness to
students’ context
Skills to adapt methodologies, strategies and material
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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students’ needs and context. In the following excerpts, teachers asserted that they had not
previously considered all the components that are implicit when they adapt methodologies,
strategies and materials based on the needs that their students have and what they have
expressed. Participants remarked that this process needs to be co-evaluated with their students in
order to start again and make this adaption cyclical.
T: Yeah, there is a kind of framework that our teachers proposed us and it has like
some… some moments, some components. First we have to see which are the needs that
our students have, then we have to plan what are we going to work in reference to those
needs they expressed, after that, we have to begin to work with each one of the things.
But in this case, I would do that with the materials and that was the best thing of this
emphasis, the contextualized materials according to the students’ needs, and after that,
it’s obviously that we have to evaluate, it could be with the students or both, our own
evaluation as teachers or theirs, so that, we can begin the cycle of the framework they
(master’s teachers) proposed.
(Interview teacher 3, p. 4. September 29, 2015)
I have to consider as I told you, cognitive, linguistics needs, affective factors, objectives,
the sequence. If you are making the scaffolding in the correct way, the evaluation, the
time, the kind of interaction you are having with your students, the materials, some
aspects I didn’t consider before, but it is a way to consider everything
(Interview teacher 6, p. 10. January 19, 2016)
Technology and Pedagogy: areas that deserve attention
Keeping on with the dimensions looked into the questionnaire, the sixth one proposed is
related to the Technological Pedagogical Content Knowledge Model (TPACK) (Koehler &
Mishra, 2009), which digs into the knowledge that teachers have to use technology to teach
content.
This dimension inquired after four main aspects: understanding of the manner in which
technology and the foreign language content influence one another, mastering of the
technological tools to address contents or specific topics in the classroom, knowledge and
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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management of the technological devices and programs to teach the target language, and training
on the creation of materials using technology. The following figure shows the results
corresponding to each item:
Figure 17. Participants’ view on the impact of their programs on the aspects which compose the TPACK
model
The data indicate that a high percentage of the participants had a favorable view of the
impact of their programs on each of the four aspects examined: understanding of the influence of
technology and EFL on each other (81%), use of technology to teach the target language (74%),
knowledge of technological devices and programs to teach the foreign language (68%), and
training to create material and activities using technology (61%).
It is important to mention that the last aspect related to the creation of materials using
technology had an equal percentage in the agree (28%) and disagree (28%) options. This could
be expanded in the responses that participants gave in the interviews.
All of the teachers interviewed agreed on the positive effect that the programs have had
on the use of technology for educational purposes, but beyond the contribution from the
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4% 7% 6% 10% 13%
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Totally disagree
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Totally agree
Understanding of the
influence of technology on
EFL
Use of technology
to teach EFL
Knowledge of the technological devices to
teach EFL.
Create materials using
technology
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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guidance of this topic within the programs, they highlighted the opportunity they have had there
to share experiences with other teachers and partners.
Most of the participants pointed out that the emphasis of the program is not about
technology and, if offered, it would be a different line of the program, which is not mixed with
languages. In spite of the limited instruction that teachers have received in the use of technology
to teach and to create EFL materials, they appreciated the help and advice they have received
from teachers and colleagues from the programs. The considerations presented above are
explained in the following samples.
I: ok and has he program influenced you on the use of technology to teach EFL?
T: Actually not, but teachers have told me or had recommended me some softwares that
maybe, they are useful to language teaching, yes, but that I’ve used them, actually no, I
haven´t. Hhmmm… the use of tics... talking of my school, I use some computers,
television, laptops, but, but that is not like common in my class.
I: Have you been trained to create materials using tics?
T: No... we had the opportunity to study a seminar based on that but we didn’t take it
because several reasons, but actually... no... that is not like the focus of the program.
(Interview teacher 1, p. 5. March 3, 2015)
I: Ok... this question is related to the use of technology, how does the program handle the
use of technology for teaching purposes?
T: Actually, we don´t study anything about technology …
I: And materials design using technology?
T: Not… not yet…
I: Probably later?
T: No, I don’t think so, I haven’t seen in program topics, anything about technology, we
have to study by ourselves.
(Interview teacher 2, p. 5. September 24, 2015)
I: Ok, what about the use of technology. What’s the role of technology in your M.A.?
T: Hmm.. Sorry?
I: Does the technology with education purposes take any role in your master?
T: We have shared some experiences with my classmates, so, we see different activities
or different games to teach by using the technology, but there is no a seminar in the
master which offers this preparation, because there is one concentracion that I forgot at
the beginning, which is called TICS and it deals with that topics, but not in mine.
(Interview teacher 4, p. 5. October 7, 2015)
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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Some teachers claimed that their programs offered instruction in technology for EFL
teaching, but when they tried to apply what they learnt or what they are instructed to do in their
workplace, they faced many problems; mostly concerning to the lack of resources in the sector of
public education. As a result, they do not consider the use of technology relevant to their
contexts. It is almost impossible and very demanding for them to work with technology for
teaching purposes.
One teacher said that programs encouraged them to use technology, but this person
considered that these programs are planned for teachers within the sector of private education
because they do not take into account the needs and lacks that the sector of public education
confronts. Subsequent fragments expand this notion.
I: ok, and what about the technology for teaching purposes, has this program offered you
opportunities to learn about technology for teaching purposes?
T: Yes, I think it has, but it doesn’t happen in the school, we have serious problems with
resources.
I: But the program offers you the training on this?
T: Yeah, yeah, we saw a seminar, a subject about statistics and it was everything related
with the statistics… and for teaching…. Because that was for research… hmmm ...
maybe we saw that in a seminar that was material development and the teacher allow us
to see some ways of working with that, but I didn’t consider that for my classes because
not, in my school, it’s impossible.
(Interview teacher 3, p. 6. September 29, 2015)
For teaching purposes we have to consider all those things that they provide us in order to
design or to create new possibilities for our students, yes, they are very. For them
(teachers at the master) it’s very important the use of technology and they’re encouraging
us a lot to virtual language, to include or integrate technology in the classroom. Actually,
we tried to make it in the research we are, because we told the students to use their
cameras and their cellphones to do some activities, but, as I told you, it’s difficult, also
because...For example for the private, I have to make this comparison. I know that they
are not what I have to do, but for the private sector, they have lot of tools, yes, and most
of the programs, it’s designed for those context, where you have, pc, tablets, internet,
phones.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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But in the case of the public institutions, we don’t have those resources but we still have
to design webpages, we still have to design activities which require online participation
from the students. I meant, they focus a lot on working on that for teaching purposes, but
in the reality, in my case, it didn’t happen, not in a good way, because I don’t have the
resources to apply, I can do it, for example like a blend thing, that I complete in my class
with some activities on line. The students are not used to do it, we have to do a lot of
training to make them improve in the use of these technologies and yes, the program it’s
very updated in CLIL, in CALL, in autonomous learning, yes, that’s ok, but when we go
to our real context, yes we can do that, but it’s really hard, it’s really hard because we
don’t have enough resources or support to do this.
(Interview teacher 6, p. 9. January 19, 2016)
The role of research in fostering reflection
Moving forward, the seventh dimension considers the knowledge that teachers have about
their teaching practice and research. This dimension was added by the researcher so as to
examine the expertise that teachers have gained in these aspects through the participation in the
master’s degree programs. In this component, four factors were explored: reflection upon their
own teaching practices, expertise in examining their context, opportunities to innovate in their
classes, and familiarity with research methods to carry out research proposals.
Figure 18 presents participants’ perceptions on the effects of their programs regarding
this dimension; opinions are still positive inasmuch as the show that teachers agreed with the
contribution of the programs on the reflections upon their own teaching practices (99%),
expertise in examining their own context (95%), opportunities to innovate in their classes (98%),
and their becoming familiar with research methods to carry out research proposals (94%).
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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Figure 18. Participants’ view on the impact of their programs on reflect upon teaching practices, expertise in
examining the context, opportunities to innovate in the classes, and familiarity to carry out research proposals.
A common opinion is presented in the interviews; participants asserted that through the
programs they have had opportunities to reflect upon their teaching practices and the way to
improve them since this was the first expectation they had when starting their master’s degree
program. They realized they needed to change some practices and through the master’s degree
program they have experienced that they were able to overcome this situation, and as a result,
they feel more confident in their classes and with their teaching practices. The fragments below
show the teachers’ viewpoints regarding the components of this dimension
T: Yes of course, here I’ve learnt a lot of that, and I improved my practices and I realized
that some of my practices were not like proper applicated for my students.
(Interview teacher 1, p. 3. March 3, 2015)
T: in my classes I’m trying to improve, I feel a little different with teaching, with my
strategies, with my methodology, I’m trying to improve, so, in my classroom I feel that
I’ve improved a lot.
(Interview teacher 2, p. 6. September 24, 2015)
T: Hmm, because I think I have to improve my way of teaching, I teach here at the school
English, Spanish and Spanish for deaf people, but I noticed that I had a lot of difficulties,
and that’s the thought that I think I need to improve in English.
0%
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100%
0% 3% 1% 3% 1% 1% 0% 1%
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71% 70%
55% 51%
Totally disagree
Disagree
Agree
Totally agree
Reflect upon their own teaching practices
Expertise in examining
the context Opportunities to
innovate Becoming familiar with
research methods.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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(Interview teacher 5, p. 1. January 15, 2016)
In regards to the expertise in examining context and opportunities to innovate, teachers
argued that they have studied theory to learn how to examine the context and to take it into
account; they should also apply in their respective contexts all the knowledge, methodologies,
and strategies that they have studied at the programs so that these applications entail innovations
in their classrooms.
Innovation was defined by the participants as something new and different that they had
not done before in their classes, and the program has offered them the opportunity to do so, and
to bring useful, unusual and non-common activities to their contexts. The following excerpts
present what teachers thought about these components of the seventh dimension.
T: ... now recognizing but it is based on theory, for example Norton and Tucky,
Kuramaradadivelu, Penycook. They are talking about that we have to take into account
the context of the students and we can’t set apart those experiences and discuss something
about the house or the neighborhood because everything is connected
I: Have you had opportunities to innovate?
T: Innovate, I would say yes... defining innovation as something that is useful, not usual
and not common in my context… yes... for example, talking about my study, it’s not
common that teacher start to talk to the students about social issues, so, for them was new
and that’s important.
(Interview teacher 1, p. 5. March 3, 2015)
T: I like very much these programs because I consider that here I have grown up
professionally, the opportunity of the SED is the best way teachers from the public sector
can do something different from their students, because we are learning, we are
implementing, and the innovation is because of that, because when you learn something
new you can innovate in your classroom.
(Interview teacher 3, p. 7. September 29, 2015)
You get to know what to do or how to do things in other parts and how to apply this in
Colombia, in our context.
I: ok, has the program given you opportunities to innovate in your classes?
T: Well, yes, it has, because in all the seminar you should create a project, so, there is an
opportunity to innovate, to think about something you haven’t done or you can change at
your school.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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(Interview teacher 4, p. 5. October 7, 2015)
In connection with the knowledge necessary to carry out the educational research that this
dimension explores, teachers expressed that this is an important area to work on at teachers’
qualification programs because it is, undoubtedly, a new approach they need. Participants also
remarked the knowledge to conduct research as something very positive and gratifying for them
because they did not know how to conduct either in-classroom or out-of-the-classroom research.
The next excerpts underline these insights.
T: Here I am developing a study based on the analysis of lyrics of songs related to social
issues that my students are facing through a critical thinking scope.
I: Ok, and what is the emphasis of the program?
T: The emphasis ... hmmm ... I would say research, because that’s … and actually it’s
good because that’s what we need as a teachers.
(Interview teacher 1, p. 2. March 3, 2015)
I: So, can you tell me a little about your research project?
T: It is a socio cultural research about learning, about English learning and all the aspects
that involves didactics of English.
I have to work a lot in order to understand the research process, but I’m so happy because
I learnt, before I didn’t know about that, although I did two specializations, but now, it is
really a research project, besides the knowledge of how to do a research. So, I
accomplished two things, to learn about how to do a research and second to apply it, I
think this is too nice.
(Interview teacher 5, p. 2. January 15, 2016)
T: the program, it has different components, one of those is improving teaching practices,
basically it was the ICELT, and other one is the research program that was putting into
context all the knowledge we have worked during these semesters and apply this in our
context in order to have, to research before, and to have results of some of the specific
strategies that we can use in the classroom and the results they come up.
(Interview teacher 6, p. 3. January 19, 2016)
In general, participants in this study indicated that by means of in-classroom research,
they could break the paradigm of traditional classes and, thus, innovate. Research processes
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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helped them to be more knowledgeable about their pedagogical setting, their role as educators,
and gain awareness of their students’ context and needs.
I: Ok, and what is the emphasis of the program?
T: The emphasis.. hmmm.. I would say research, because that’s … and actually it’s good
because that’s what we need as a teachers[…]
Talking about my study, it’s not common that teacher start to talk to the students about
social issues, so, for them was new and that’s important. They have studied like with
music, but just those exercises of filling the gaps and that’s all, but know they’re trying to
understand, analyze, debate…those activities are new for them and they like them.
(Interview teacher 1, p. 5. March 3, 2015)
T: I think the way you begin to be aware of your context in terms of pedagogy, here in
Colombia. I think the university and specially this master program gave us the possibility
to begin to comprehend what is our pedagogical setting and how difficult is to teach here
in this context and in the public sector […]
I would do that again without thinking, I’m happier now, because I feel better in my
class, I think I have more elements to work with my children. I know many things that
have improved my practice and in this moment my students told me, told me that in my
classes, teacher this exercise was wonderful, I enjoyed it a lot , and we learnt and I
haven’t had this experienced before of the master program because my classes were very
traditional and didn’t have enjoyable activities.
(Interview teacher 3, p. 8. September 29, 2015)
T: I have to work a lot in order to understand the research process, but I’m so happy
because I learnt, before I didn’t know about that, although I did two specializations, but
now, it is really a research project. Besides the knowledge of how to do a research, so, I
accomplished two things, to learn about how to do a research and second to apply it, I
think this is too nice […]
In the way of applying the research, it’s not only to do an activity in order to do the
activity, it’s to do the analysis of things that you are doing in the class or for the students,
and we have to participate with the students in this discussion. The students can apply
what we are doing in the class and they can talk about that, I think that I changed my way
of teaching 70% I think, I have better classes, because I notice my students participate
and they say are different, teacher you are changing, and I say yes, it’s easy, it’s easy to
teach.
(Interview teacher 5, p. 3. January 15, 2016)
T: I consider that I’m learning to innovate in my classes, because I’m not innovating, I
hope this year maybe […]
I want to do something important in my school this year, I tried last year, it was because
my research, it happened, but I think innovating in the classroom is something really
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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hard, really hard because you have to try one thing and the other in order to see what
happen…
(Interview teacher 6, p. 9. January 19, 2016)
Teachers’ welfare as an aspect that requires attention.
The final dimension in the questionnaire addressed Maslow’s Human Needs Model
(1943, 1954, 1971). This model represents the idea that human beings are propelled into action
by different motivating factors at different times: biological drives, psychological needs, higher
goals. Maslow organizes the human needs hierarchically, in which higher needs do not appear
unless and until unsatisfied lower needs are satisfied.
This model was taken as a reference to examine the impact that the program has had on
teacher welfare issues. Accordingly, there are six levels of humans needs; the questionnaire
looked into the first five of them: basic, safety, social, esteem and self–actualization needs - the
last need was skipped because it was not created by Maslow; it was added later by Koltko-Rivera
in 2006.
Figure 19 shows teachers’ perceptions about the impact that the programs have had on
their welfare. The responses tended toward a negative view of the first two aspects that this
dimension considered, essentially in connection with their basic needs: recreation programs -
sports, cultural and recreational activities - 20% totally disagree and 32% disagree; safety needs -
26% totally disagree and 30% disagree.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 99
Figure 19. Participants’ view on the impact of their programs on their basic needs (psychological needs)
and safety needs
The negative tendency seemed to represent the lack that teachers noticed in the programs,
but this is expanded in the following excerpts taken from the interviews, in which all of the
teachers shared the same opinion about these aspects.
Participants expressed that doing a master’s degree program is very demanding. They do
not have time to study, work and live their own lives, and as such they do not have time to
participate in the welfare programs that their universities and the Secretaría Distrital de
Educación offer. They indicated that there are indeed cultural, recreational and sports programs,
but they only have time to go to their work places and do their master’s degree programs. Sadly,
teachers cannot take advantage of these benefits. The lack of time is a negative factor that has
influenced the psychological and safety needs of the participants. This is shown in the
pessimistic tendency in their answers. The excerpts below indicate all the teachers’ negative
opinion about this aspect.
T: I know that SED has a program something like bienestar de los docentes, something
like that, they promote some cultural activities, they have like champion ships in sports,
but I can’t be part of this because I don’t have time in my free time for this, because the
time that I don’t have in my school, is dedicated for my master program. I know that it
exists but I’m not part of that.
0%
20%
40%
60%
80%
100%
20% 26%
32% 30% 25% 28%
19% 12%
4% 4%
Totally disagree
Disagree
Agree
Totally agree
No agree or disagree
Basic Needs Safety Needs
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 100
(Interview teacher 1, p. 6. March 3, 2015)
I: Are you part of cultural, sport, recreational or other type of activities that the SED or
the master offers to you?
T: No because I don’t have much time, I work here, I work in private classes, I’m a house
wife, I’m a student, so, I don’t have much time…
Sometimes I have information in my email because prensa SED sends mails all the time,
most of the time I read them, but I don’t have time.
(Interview teacher 2, p. 6. September 24, 2015)
I: Ok, Have the master program as well as the SED program offered you opportunities for
cultural, recreational or sport activities?
T: Yes, they offer that, but the problem is that we don’t have time, we didn’t have time
during the master, both programs offer something, because at the university I know there
are cultural activities but we didn’t have time.
I: ok, have the programs offered wellbeing programs and are you part of one of them?
T: Some of them, but the true is that we didn’t have time, we don’t have time to stay very
much at the university, just attend to the classes and then to go to our houses.
(Interview teacher 3, p. 6. September 29, 2015)
T: ok, I think opportunities are there, the groups are there, activities are there but you just
don’t have time.
I: Yes.. ok. Have the master and the SED program offered you services of welfare?
T: Yes, the university provides those services and of course the SED does it too, because
you are working with them, they offer health, sports activities that they organized, but we
don’t have time, and at the university, we have too many activities to do there, sports
groups, arts, this is very complete there, but I cannot take any of them because of time,
again.
(Interview teacher 4, p. 6. October 7, 2015)
I: … have you had opportunities to participate in cultural, recreational or sports activities?
T: I think they exist, but we don’t have time to do, nothing more than study, I think that
during the first semester they give us the information about this, but we don’t have time
to participate, we don’t have time for the family, for the health, it’s exclusively to study
and apply. I think this part is important because the teachers need to rest, because this is
so demanding.
(Interview teacher 5, p. 6. January 15, 2016)
I: Have you had access to recreation, sports or cultural programs?
T: The university offers plans, swimming and basketball and whatever but we don’t have
the chance to take them because these programs happen on weekdays and we work on
these days, so it’s really difficult and on Saturdays we are in class, I really don’t know
someone taking advantage of these courses because the schedule is not possible for us
and at the university is in (name of the place) and we have to travel two hours.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 101
(Interview teacher 6, p. 11. January 19, 2016)
The need to create and strengthen social networks
The next level examined according to Maslow’s model is the one about social needs. They
address the opportunity to belong to different groups in a society. For purposes of this
questionnaire, the statements were narrowed exclusively to enquire into professional social
networks. A high percentage of the participants acknowledged the contribution of the programs
in connection with the opportunities to create (83%), strengthen (77%), and collaborate in their
social networks (71%). The figure below presents the participants’ perception.
Figure 20. Participants’ view on the impact of their programs on their social needs
Data gathered from the questionnaire reflects the perceptions that teachers expressed in
their interviews. All of the participants considered that the programs have allowed them to
expand their social networks and to meet some colleagues from the sector of public education.
They shared experiences, problematic issues, and looked for solutions to their common
0%
20%
40%
60%
80%
100%
6% 6% 3% 12% 14%
23%
54% 49% 51%
29% 28% 20%
Totally disagree
Disagree
Agree
Totally agree
Opportunities to create
social groups. Opportunities to
strengthen social networks Opportunities to
collaborate in networks
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 102
problems. In their networks, most of them had the same context, needs and difficulties and they
have helped each other in different situations. The following samples illustrate this notion.
I: have you had opportunities to create social networks?
T: Yeah, maybe, because we are seven students from SED at my master program, so
maybe in that field, with my colleges. When we have to work in groups, most of the time
we organized our groups with the teacher from SED because we have similar needs,
similar population, similar difficulties, so, we can help… maybe, we talk and we describe
the problem and the other teachers help ... maybe in that part, no more.
(Interview teacher 2, p. 5. September 24, 2015)
I: have these programs given you opportunities to create social networks?
T: Yes, because in some way with the classmates we have always contact for everything,
talking about our classes, our works, … but we haven’t talked about working together for
a specific project, but we have shared some experiences.
I: Have the programs given you the opportunity to collaborate in the networks that now
you are part of?
T: May be from now ... ok … with this research, the last two years there wasn’t
possibilities to work with some other colleagues, but may be after this, when we finish
this, I think it could be nice to work with may be people from other schools.
(Interview teacher 3, p. 6. September 29, 2015)
The programs have offered the participants opportunities to create and join social
networks; however, some participants did not share the same optimistic view of their colleagues.
They asserted that they did participate in social networks, but these are quite reduced because
they did not allow the participants to interact with teachers from programs of other universities,
which limits the possibilities to work with other public school teachers in similar projects for
different localities. The excerpts below expand this perception.
T: Hmm… social networks yes, with public and private teachers as students at the
university, but we don’t know in the public sector who is doing a master or not. At the
university we are invited to share experiences with the other programs, for example last
year we had the opportunity to present and there were teachers from tecnologías,
education and preschool.
I think, and we shared, only people from the university, usually we don’t know nothing of
others universities or other programs, and this is also something that could be improved. I
think in the (name of the university) is the other one that presents about languages, and
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 103
we should invite each other to see what’s going on in there, at (name of the university),
there is a simposio and another thing, last year they made CLIL and another one and they
invited from (name of the university), (name of the university) and from foreign
universities... there are some possibilities to make network connections, but collaborative
works I think, it depends on each teacher if you want to go further on that. It’s difficult
because perspectives are different and contexts.
(Interview teacher 6, p. 6. January 19, 2016)
T: No, we only study and study, we don’t have the opportunity to share experiences. One
professor from (name of the university) made us create a group in WhatsApp but because
his idea, but only the semester, and he did a lunch where we shared as a group, but we
don’t know anything about other universities or teachers from SED, and it’s a pity
because maybe teachers from other universities are working the same aspects than us, and
we don’t know, and we can create projects for different localities.
(Interview teacher 5, p. 6. January 15, 2016)
The third level examined in Maslow’s model of Human Needs deals with esteem needs,
which look for being recognized and admired as individuals who accomplish things. Human
beings want prestige and power among their social groups. Regarding this definition,
participants shared a positive perception about the impact that the programs have had on the way
their educational community sees them and on their own self-esteem. They had experienced that
their profession is gaining a higher social status (70%), and more recognition within their
educational community (76%). Figure 21 illustrates these participants’ perceptions.
Figure 21. Participants’ view on the impact of their programs on their Esteem Needs
0%
20%
40%
60%
80%
100%
10% 4%
20% 19%
38% 48%
32% 28%
Totally disagree
Disagree
Agree
Totally agree
The profession is gaining
higher social status Experiencing more
recognition among community
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 104
In the interviews, teachers asserted that they have experienced greater recognition and a
feeling of respect and esteem from their students, which is very valuable and rewarding for them.
Teachers also considered that the participants in the master’s degree programs work in a more
academic and noticeable way in comparison to the other teachers in their institutional context.
Despite the fact that interviewees considered the aspects examined in this level as
positive, they also stated that there is lack of attention and support from their principals and
coordinators, who are not aware of the work and proposals they, as students in the master’s
degree programs, are doing. Participants feel like isolated islands since they are not able to share
and integrate the interventions that they are doing with the whole institution due to factors such
as lack of peer interest, no opportunities to share experiences with teachers from the same
institution, principals give more importance to the different projects and programs that they
should carry out in accordance with guidelines set out by the Secretaría Distrital de Educación,
and there is not enough time to take individual projects into account. The excerpts below show
the aspects highlighted above.
I: Have you experienced more recognition among your community since you are doing
your master?
T: Based on that ... from my students yes ... since I told them that I am doing a master
program... like they felt kind of proud of the teacher… they said oh my teacher is now a
master, a master ... now is not just a teacher… yes because I’m being explained the
difference of an undergraduate program, specialization, master, doctoral programs…
those things and now when I told them that I’m doing a master program … oh you are
like… better than the others… like ... that’s the way like that my students think… this is
bigger than that… so my teacher is better than this ...
May be yes… I would say yes, for example, as I told you the other teachers, they are part
of this initiative, this help ... I realized that the work is like more academic prepared […]
I: And what about you… have you experienced more recognition because of your master?
T: Unhappily no… that’s because in the school we are still like isolated island in which
… if you work something but nobody knows what you are doing, yes… and that happens
with every single teacher ... actually, I don’t know what physics teacher is doing in her
class … and for example, almost nobody knows about this study that I’m carrying out in
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 105
the school, almost nobody... including the principal and coordinators, … for example I
didn’t know that the psychologist of the school carried out another study about teenagers’
pregnancy in the school... nobody knew that… until the moment she said .. yes I am
going to be graduated from that university because I did a master and bla, bla, bla … yes
you did that... but nobody knows that… there is no like, no communication in what we
are doing at the school…
(Interview teacher 1, p. 7. March 3, 2015)
I: Have you experienced more recognition among your community, there at your school?
T: Maybe with my students, but not with my colleagues, not because in the school they
didn’t consider my project relevant. In fact I have a lot of problems there, my students
were working with the SENA project and most of the time I didn’t have English class
with them, at the school they consider more important the SENA project, so, I couldn’t
implement some of the units properly. I have to ask other colleagues, please give me an
hour, give me an hour, I need to implement and it was terrible…
I: What about the support of the directors?
T: Yeah, the principal said ok, you can implement, but I have to look the way of
implementing, because SENA is very important for eleven graders, because when they
get out of the school, they continue with that, so, they consider more important for
students’ life to study, attend, think about the activities that SENA offers.
(Interview teacher 3, p. 8. September 29, 2015)
I: Have you experienced more recognition with your colleagues or your students?
T: To be honest, it is just like, ah ok you are doing a master in (name of the university),
and that’s it. They don’t care about what are you doing there…
I: Ok, so you are not sharing what you’ve learnt with them?
T: I do when I have the opportunity, but they never ask about the master.
(Interview teacher 4, p. 6. October 7, 2015)
The last statements examined in the questionnaire have to do with the final level that
Maslow proposed, which explores self-actualization needs, seen as the desire to experience even
deeper fulfillment by increasing updating. Participants showed a very positive viewpoint about
the feeling of empowerment in their classrooms due to their educational professional
development (94%), and the sense of reaching their academic goals (91%).
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 106
Figure 22. Participants’ view on the impact of their programs on their self-actualization needs
There is a commonality in the opinions given in the interviews. Teachers have gained
confidence of the knowledge they have acquired in the programs and this feeling of having the
knowledge to confront pedagogical situations, manage their classes, and have better teaching
practices empower them in their classrooms and institutions. Teachers considered they can
participate more actively in the construction of knowledge of their students as well as contribute
to improve the weaknesses they have realized their schools are facing.
There was emotionalism in their responses; they expressed they feel better teachers,
somehow because now they really know what to do, and the experience of participating in these
programs has impacted not only their professions, but also their personal lives. The following
samples illustrate these opinions.
I: Have you been reaching your academic goals and have you felt empowered because of
that?
T:I’m reaching my goals, I’m in the process, after my crisis and the effort and the
challenges and everything, I finally can say I can do it, and it gives me security to do
more things in the future, and actually that is what I want to do this year. I want to have
more time to devote to my students and to my classes, still going with the parameters I
received, with the tools that I had, but doing it with more time, because sometimes you
0%
20%
40%
60%
80%
100%
1% 3% 4% 6%
54% 45% 40% 46%
Totally disagree
Disagree
Agree
Totally agree
Feeling of empowerment because of the master’s
degree
Reaching academic
goals
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 107
are in a rush and if you have time that makes you feel, yes, you are a better teacher,
somehow.
(Interview teacher 6, p. 12. January 19, 2016)
I: The name of the project of the SED is Maestros empoderados y con mayor bienestar,
have you felt empowered because of your master?
T: yes, totally, (she’s crying)...I cry because of happiness, yes of course, when we know
how to lead, how to manage our way of teaching, the students, the universe of our
students change and we change. It’s not difficult to teach, because we understand the
environment, the context. We have tools or knowledge to do better our work, to me it’s...
I’m so grateful for this opportunity. This experience is not only for my profession, it’s a
personal experience, I’m so happy, I think that I changed my mind, one teacher says, not
only to talk judging others, but now, we have the arguments to say things, you know you
need to have a context, not only talk and talk.
(Interview teacher 5, p. 6. January 15, 2016)
Improving working conditions for other personal dimensions.
This category deals with aspects such as improving teachers’ working conditions,
accelerating teachers’ retirement process, offering different healthcare, recreation, and welfare
programs, and also giving out incentives - prizes, monetary benefits, and community recognition
- to teachers with outstanding performance. These are the same welfare factors that Project 894:
Empowered Teachers with Better Welfare and Better Training considers for participating
teachers (SED, 2013).
Participants attached great importance to this category since they felt motivated to start
their postgraduate studies seeking to improve their working conditions as well as benefiting from
the economic support from the Secretaría Distrital de Educación. Teachers claimed that without
the sponsorship from the government, they would have not started their master’s degree
programs due to their complexity and lack of time to find an additional job to fund such studies:
I: Did money motivate you?
T: Yes of course, actually yes, if SED does not help teachers I supposed that most of the
teachers don’t want to attend to the university because most of them have another
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 108
responsibilities and a master programs demands time, money and that’s what we don´t
have.
(Interview teacher 1, p. 2. March 3, 2015)
I: What about the sponsoring that the SED offers?
T: It’s wonderful, I think most of us couldn’t study if we don’t have that sponsor, because
it’s very difficult and demanding to have all these responsibilities and also to pay for
them.
(Interview teacher 2, p. 2. September 29, 2015)
I: Ok, Did you enroll in that program because it is sponsored by the SED or because it
was one of your objectives, as you have said before?
T: I think both, I mean, due to the results, one factor about studying at (name of the
university) is that it’s quite expensive for a public teacher so I saw the opportunity and I
took it.
(Interview teacher 2, p. 2. October 7, 2015)
Darling-Hammond & Sykes (2003) found that money factor clearly is of great
importance, as is evident from states and localities that have implemented successful policies
directed at salaries, benefits and working conditions.
Another important aspect of teachers’ concern regarding their professional development
opportunities relates to the financial resources to keep up with the cost associated to the
programs. González (2003, p. 162) affirms that a limitation for teachers to be part of in service
qualification programs is “the high cost of graduate tuition fees”.
Aspects related to money are part of the incentives that the project addresses in line with
teachers’ welfare. The category also shows the need of creating social networks as considerable
issue for teachers. González (2003, p. 167) mentions “there is special emphasis on the teachers’
experience and the contact with many well-prepared teacher educators in EFL settings who are
willing to help colleague teachers”.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 109
For participants, being rewarded with a better position and salary is a factor that
motivates their participation in this kind of programs. Nevertheless, an unexpected but
meaningful outcome of the qualification has been the collaborative networks they formed and the
enriching experience of sharing with teachers from different localities, places and sectors (public
and private):
I: The answers that you are giving to me, they came up as your experience as a master’s
student or just because you as a teacher you think like that…
T:Well, I think that it’s both, yes, because I have like a my perspective to be teacher it’s
what I’m here it’s because I have to grow, to grow up in different aspects, yes, but also
the university give me some food for though, that you haven’t seen before, I don’t know,
maybe you have some things from the bachelor there were a lot of things that I didn’t
know how to, how to, but in the master it was more evident, that you said, ohh, this is so
simple, and not only because the program provides you things or because the program
says or because the teachers, also because the colleagues, the other teachers, not only
from public but also from private schools, they have lots of experiences to share and
that’s makes you look the wide range of things you can do in the classroom.
(Interview teacher 5, p. 8. January 15, 2016)
I: Now we are going to talk about some benefits from the master and the SED program,
have these programs given you the opportunity to create social networks or collaborative
ones?
T:hmm… social networks yes, with public and private teachers as students at the
university, but we don’t know in the public sector who is doing a master or not, at the
university we are invited to share experiences with the other programs, for example last
year we had the opportunity to present and there were teachers from tecnologías,
education and preschool.
I think, and we shared, only people from the university, usually we don’t know nothing
of others universities or other programs, and this is also something that could be
improved, I think in the distrital is the other one that presents about languages, and we
should invite each other to see what’s going on in there, at Universidad la sabana, there is
a simposio and another thing, last year they made CLIL and another one and they invited
from pedagogica, distrital and from foreign universities.. there are some possibilities to
make network connections, but collaborative works I think, it depends on each teacher if
you want to go further on that, it’s difficult because perspectives are different and
contexts.
(Interview teacher 6, p. 6. January 19, 2016)
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 110
In regards to teachers’ welfare and sharing experiences, González, Montoya and Sierra
(2002, p. 32) affirm: “EFL teachers, professional development programs represent a way to
fulfill their highest needs and to transcend their daily routines of teaching. They look for
alternatives that promote group work and involve the community of teachers to achieve the goals
proposed”.
The data collected offered a significant view of teachers’ areas of concern when carrying
out a master program as well as its impact on their professional and personal development. This
information is quite relevant for those who are in the ELT programs and want to offer
qualification programs which focus on teachers’ needs and wants.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 111
Chapter 5
Conclusions and Discussion
This study was framed within three main objectives. The first objective was to identify
the areas of concern that EFL public school teachers are trying to confront with the sponsored
master’s degree programs they are carrying out. The second objective aimed to analyze the
impact of these programs on their professional development. Lastly, the third objective was to
examine the experience gained upon participating in these programs in connection to their
personal development.
In regards to the first objective, data showed that the teachers who took part in the
master’s degree programs were driven by an inner professional desire to increase their repertoire
of strategies and improve their methodology with special emphasis on didactics . Their
motivation to do so stem from their aspiration to energize and improve their daily practices. They
valued their learning experience as positive and found the content and skills they acquired in the
programs very useful to strengthen their knowledge base. This finding has important
implications. One is its connection to fostering student opportunity for meaningful learning;
secondly, the chances to increase school achievement and success.
Regarding the first aspect, teacher participation in programs sponsored by the Colombian
government allow them not only to become more knowledgeable about their disciplines, but to
explore more options in connection to classroom management and routes for learning based on
theories and research. If teachers are stimulated to learn and to improve their professional
practices, they will create the proper conditions for students to learn and to achieve higher
academic and personal levels.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 112
The findings of this project support the ideas presented in relation to the role that
teachers’ professional opportunities play in their pupils’ performance (Goldhaber & Brewer,
2000; Betts, Reuben, & Danenberg, 2000; Goe, 2002; Darling-Hammond, 2000b). Mizell (2010)
stated that teachers usually face a deluge of tasks that increase the complexity of their jobs. But
given the appropriate support, they become more effective educators as they learn how to
assertively confront daily challenges.
Another important aspect to highlight is that when teachers innovate in their classes, the
attitude of students change and, therefore, their motivation to learn increases (Hernández, 2007).
Those that participated in the project have experienced that, as a result of the changes they
implemented in their classrooms, they observed that their students enjoyed the lessons more and
expressed that their enjoyment was due to the changes introduced. This created a sense of
personal accomplishment, which served as a platform to keep on evolving in the practices
proposed.
As research has shown (Guskey, 2000); teachers change their underlying beliefs about
how to teach something only after they see success with students; indeed, when teachers do not
see success, they tend to abandon the new practice and revert to their old ones. This is a key
aspect that teachers highlighted; they asserted that they have seen changes in their students’
attitudes towards the class and learning English, but they don’t see changes and support from
their principal and in some cases from the other teachers, which is some cases is frustrating for
them.
Another area of concern for teachers was the need to be updated, not only in terms of the
subject matter, but in a broader set of pedagogical tools that could be used to cope with the
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 113
current issues faced in their contexts which, they felt, were not addressed in their undergraduate
programs. All teachers, despite their age difference and years of experience, affirmed that they
lagged behind their students because they did not know how to respond to their needs. They
acknowledged that they lacked the necessary awareness to respond to classroom diversity.
Teachers yearned and valued the update on language teaching education provided by the
programs as well as the information on international and national policies on bilingual education.
According to the latter, professional development opportunities for teachers need to be
designed so that they respond to the particular needs of teachers. One of such needs is the
mastery of subject knowledge so that they are enabled to introduce changes in their
methodologies. Another noteworthy aspect is that programs must stimulate reflection on their
context and deep thinking about the national and international trends that stimulate such
reflection
Bearing in mind the second objective, it can be concluded that teachers perceived that the
programs helped them to become aware of their context and the peculiarities of their learners.
Teachers felt they developed a more humanistic view of learning, centered on who students were
and became more aware of the fact that they had to address students’ social needs. Participants
claimed that the programs reinforced the idea of having a more holistic view of the learner, in
which they are seen as individuals with personal needs.
According to the previous ideas, the fact to consider learner particularity and needs is
something that programs should stimulate in order to make teachers to be aware of students’
differences as well to determine the ways in which such particularities and differences may be
altered. Bloom (1976) concludes that if provided with the appropriate conditions of developing
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 114
their interests as learners and as human beings, any person in the world can learn. . This aspect
is also highlighted by various authors (Connor, Morrison, & Katch, 2004a; Connor, Morrison, &
Petrella, 2004b; Green et al., 1992; Snow, Burns, & Griffin, 1998; Torgesen et al., 1999), which
claim that student achievement is related to teacher regard for their students, responsiveness to
student questions and interests, and the emotional climate of the classroom.
Regarding teaching practices, participants expressed that they learned to transfer the
knowledge from theories to applications of the tenets of these theories in the classroom.
Teachers considered they have gained knowledge, not only about teaching, but research process,
learners’ way of learning, and characteristics of their pedagogical setting.
One of the most important aspects that emerged from this study is the importance
teachers assigned to opportunities given to the use of systematic reflection and research.
Teachers not only felt that the programs provided opportunities for the application of knowledge
and theories in their classes, but found the systematic reflection implicit in the research
component very stimulating.
This highlights key aspects for professional development programs in Colombia, which
have also been identified elsewhere. Borg (2015, p.6) stated that for teachers’
professional programs to be effective, they should consider among other aspects: job-
embeddedness, or the emphasis on the classroom and the milieu in which it is located;
contextual alignment with the institutional and education system; and critical engagement
or in-depth reflection upon the contents included in the program.
These are necessary to empower teachers to become “generators” of knowledge rather
than perpetuating the notion that teachers are simple consumers of information. Thus, the
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 115
transformation of Colombian education would require the implementation of programs allow
teachers to gain knowledge about their fields, to be critical about the information they receive,
and be able to apply what they consider necessary to transform their practices. This last aspect
must be accompanied by a strong component of research that stimulates action and reflection
about those actions.
A subsequent issue relating to the previous idea is the concern teachers expressed
regarding the sustainability of their proposals. They felt that the programs and policies that local
governments set have no long-term reach and scope; such programs and policies start and end
within each 4-year term in office. Somehow, policies create a tension between what teachers do
and what the education system tells them to do. The fact of the sustainability affects the way in
which policies and programs impact the educational community for a period. However, the
discontinuity does not allow education to reach the objectives that programs and educators have
stated.
An interesting finding about the impact that teachers have experienced on their
professional development is that they have felt that their teaching context influences their
language proficiency. They value the seminars/lectures offered in the target language during the
master’s degree programs. Although the objective of the programs is not to teach languages, this
aspect has an indirect effect on teachers’ proficiency and confidence of their content knowledge.
An important factor is the motivation that teachers gained to work collaboratively.
Research (Dunne et al., 2000) suggests that there’s an exceptionally strong relationship between
communal learning, collegiality, and collective action. It can inspire a change in teachers’
practice and increase student learning.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 116
Participants reflected upon their teaching practices, collaborative networks, and language
proficiency. Teachers who manage to strengthen social networks create a ripple effect on the
practices of their colleagues because they can learn from each other and work collaboratively,
this makes that teachers do not work isolated. A very important viewpoint to ponder upon
arising from the findings is that there is a continued need to work on collaborative networks at
schools in which teachers participate actively. Teachers feel the research and proposals they have
made did not impact the whole community due to the lack of collaboration and attention from
their principals and coordinators.
This underestimation of EFL research projects that teachers experienced is especially true
in the ELT field, in which little or no support for professional development is available (Johnston
2003; Nunan, 2001; and Pennington, 1992). Teachers felt that their principals gave more
importance to the projects who offer technical skills to students rather than the type of projects
that the participants of this study were proposing.
Regarding the support of principals, Crowther and Andrews (2003) proposed the IDEAS
model in which the role of the teachers – crucial actors for education quality and improvement.
The authors state “the role of the principal in IDEAS schools is twofold. As a meta-strategic
principal the approach to strategic management integrates the processes of vision and identity
management with the more customary processes of strategic design and implementation”
(Limerick, et al., 1998 as cited in Andrews, 2008). This means that principals and coordinators
are the ones who provide pedagogical leadership, mobilizing colleagues and developing a
professional learning focus in the teaching community which will result in the impact of teacher
qualification and research proposal in their educational setting.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 117
As discussed earlier and in Gulamhussein’s (2013) study, professional development
should expose teachers to various pedagogical strategies and the research base behind them, and
support teachers as they implement the research based strategy into their classroom, while
recognizing that implementation is the most difficult learning stage for teachers.
Considering the impact of the master’s degree programs on teacher personal
development, the main aspects that teachers highlighted were empowerment, recognition, and
improving working conditions. Although most of the participants have felt that their peers and
directors do not value enough their postgraduate studies, they do feel that their knowledge could
change some school dynamics since they are willing to give ideas, opinions and considerations in
all possible scenarios and circumstances. Completing a master’s degree program, empowers
teachers, encourages their participation, and makes their voices heard.
In spite of the fact that community recognition was not an objective when doing a
master’s degree program, teachers experienced that this aspect has had an impact not only on
their students’ view of the class, but also on class content and as teachers themselves. Students
pride themselves on their teachers’ goals and how they somehow are a part of their teachers’
achievement.
Most of the participants argued that the main motivation to do a master’s degree program
was the financial support offered by the Secretaría Distrital de Educación. This funding made
them take the decision to start this arduous endeavor, but teachers also had in mind that this
effort would lead to economic reward, thus improving their working conditions. But when doing
the master’s degree program and their research studies, the reward was greater than anticipated.
They exalted the experience as something gratifying, not only for their personal lives, but also
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 118
for their personal and professional growth. Undoubtedly, something they would definitely relive
over and over again.
This previous paragraph and the findings of this research emphasizes the importance of
considering teachers’ personal needs and decisions to carry out programs for professional
development, which was essentially driven by teacher inner motivation and was exclusively
reserved for those with career ambitions (Craft, 2000).
Finally, if student achievement is considered an accurate measure of teacher effectiveness
and has become a basis for value-added teacher assessment systems and creates a demand for
teacher qualification programs (González, 2007; Braun, 2005; McCaffrey, Lockwood, Koretz,
Louis, & Hamilton, 2004; Sanders, 2000; Sanders & Rivers, 1996); it is important to create
programs of professional development that address discipline-specific concepts and skills, which
have shown to both improve teacher practice, as well as student learning (González, 2007).
Limitations
There were various aspects that limited the collection of data. It was difficult to obtain
prior permission to enter the universities and classes. This process took much longer than
initially expected inasmuch as all research actions should meet universities’ schedules,
requirements and authorizations.
As the answers to the questionnaires and surveys were voluntary, some teachers
abstained from participating. In spite of the fact that I as a researcher explained the nature of the
research, my responsibilities, and their rights, they felt exposed and afraid of the likely
consequences their answers may have on the funding they were receiving. These reactions were
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 119
easily anticipated as most public school teachers are part of transitory work policies, programs
and changes that are modified according to local government plans and needs. Therefore, the
researcher should visit different semesters of a program to have a wider sample of the
participants that contributed to this study..
The interviews took more than one year which delayed the data collection process and
analysis. In short, some foreseen factors regarding the tension of being interviewed were: lack of
time, discomfort due to their English proficiency, a feeling of being exposed, and the fear that
information management could somehow affect them.
Although the data collected was vast and its corresponding analysis entailed a lengthy
process, the findings were very rich. These findings provided enough information for all master’s
degree and government qualification programs in terms of what teachers really consider
important for their professional and personal growth.
Further research
With the experience and knowledge gained from this research study, the data showed that
there is a wide variety of possibilities for doing research in the field of teacher qualification
programs.
Listening to teachers’ voices was interesting and meaningful. Alliances between
universities and governments are impacting both the population they are qualifying, the
dynamics, and structure of the master’s degree programs and their staff.
Research lines for future studies may include:
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 120
● Investigating the effects of the alliances between universities and governments on the
quality and design of university programs.
● Reviewing and analyzing the effects of these qualification programs on the number of
people enrolled at the universities, which probably affects the quality of the process and
increases workload for professors and tutors of the master’s programs.
● Possible effects of creating collaborative networks between the participants of the public
sector of the master’s programs in different universities in order to create research and
study groups arising from the commonalities presented in public school teacher contexts
and settings, as well as those problematic areas that affect their students.
● Tensions that exist in teacher performance at schools and master’s degree programs as a
result of policies and their effects on teachers’ personal lives.
● Impact on the overall educational community when the institution and directives from the
schools offer a greater support, motivation, and relevance to the research and institutional
projects that teachers do when carrying out qualification programs.
● Status of the English teaching profession in Colombia.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
School Teachers. 121
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The Impact of Qualification Programs on the Professional and Personal Development of EFL Public
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APPENDICES
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public School Teachers.
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Appendix A: Categories for the questionnaire for teachers
Apreciado profesor,
Esta encuesta tiene como propósito indagar acerca de su percepción sobre el impacto de ha tenido en programa de
profesionalización docente (especialización, maestría, doctorado) auspiciado por la SED, y en el que usted participa.
La encuesta de selección múltiple consta de 7 partes y se responde aproximadamente en ___ minutos . No hay respuestas
correctas ni incorrectas. La información que usted suministre es confidencial y anónima, no tendrá incidencia en su programa o en
su carrera profesional. En cualquier momento, usted puede preguntar al encuestador sobre los contenidos y desistir de participar.
Con los datos que proporcione se espera tener una radiografía del impacto de los programas en su desarrollo profesional y
personal.
Si acepta por favor marque con una X este cuadro
Category Characteristics Question
CONTENT KNOWLEDGE (CK):
Knowledge and domain that
teachers have of the subject matter they are
teaching.
Knowledge (proficiency) of the target language.
Knowledge of the structure of the target language (i.e. syntax, semantics, morphology, phonology, grammar, vocabulary)
Knowledge of the components of the communicative competence of the target language
In the program you are participating … You have improved your proficiency in the foreign language that you teach Totally disagree Disagree Agree Totally agree You have improved your knowledge about the structure of the FL that you teach (i.e. syntax, semantics, morphology, phonology, grammar, vocabulary) Totally disagree Disagree Agree Totally agree You have better understanding of the components of communicative competence of the FL that you teach Totally disagree Disagree Agree Totally agree
Creation of a relaxed and enjoyable atmosphere in the
You have become skillful at creating relaxing and enjoyable atmosphere in your classroom
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GENERAL PEDAGOGICAL
KNOWLEDGE (PK):
Principles, strategies and set of practices which are
usually related to methodology, classroom management, motivation,
and decision-making.
classroom
Management of the classroom
Presentation of work in a way that interests and motivates
Providing feedback
Building rapport with students
Management of classes for learners of different ages.
Totally disagree Disagree Agree Totally agree You have improved your skills in classroom management in your classroom Totally disagree Disagree Agree Totally agree You have been oriented to present the topics through interesting and motivating ways Totally disagree Disagree Agree Totally agree You have reflected upon various ways to provide feedback Totally disagree Disagree Agree Totally agree You have better comprehended how to build rapport with your students Totally disagree Disagree Agree Totally agree You have updated your knowledge regarding methodologies and strategies to manage learners from different ages Totally disagree Disagree Agree Totally agree
PEDAGOGICAL CONTENT KNOWLEDGE
(PCK):
“Identifies the distinctive bodies of knowledge for teaching. It represents the blending of content and pedagogy into an
Repertoire of different forms to formulate the content.
Content represented in different ways.
Organization of the content (i.e from the easiest to the most
You have expanded your repertoire of methodologies to teach the target language Totally disagree Disagree Agree Totally agree You have improved your strategies to represent the content that you teach in different ways Totally disagree Disagree Agree Totally agree You have better understood how to organize the content of the FL that you teach (i.e from the easiest to the most difficult)
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public School Teachers.
135
understanding of how particular topics, problems or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction”. (Shulman, 1987:4). “The means to represent and communicate the subject, in order to make it comprehensive for other people”. (Pineda,2002)
difficult)
Strategies to foster the development of each skill.
Selection, adaptation or creation of material to teach a specific topic.
Activities to promote interaction
Activities to encourage collaboration and group work.
Evaluation and assessment alternatives
Totally disagree Disagree Agree Totally agree You have improved your strategies to foster the development of the different skills Totally disagree Disagree Agree Totally agree You have developed your skills to select, adapt or create FL materials Totally disagree Disagree Agree otally agree You have enlarged your repertoire of strategies to promote classroom interaction in the target language Totally disagree Disagree Agree Totally agree You have improved your repertoire of strategies to foster encourage collaboration and group work. Totally disagree Disagree Agree Totally agree You have become aware of diverse ways to assess and evaluate students FL learning process. Totally disagree Disagree Agree Totally agree
CURRICULAR KNOWLEDGE:
Knowledge of what should
be taught to a particular group of students. It
requires understanding of students’ learning potential,
Study of country’s policies related to foreign language teaching and learning.
Knowledge of local policies that affect foreign language teaching and learning.
You have reflected upon the country’s policies related to foreign language teaching and learning Totally disagree Disagree Agree Totally agree You have expanded your knowledge about the local policies that affect foreign language teaching and learning Totally disagree Disagree Agree Totally agree
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public School Teachers.
136
national syllabuses, school planning documents and
year group plans. In addition any examination or testing syllabuses must be taken into account and any
local or contextual requirements should be
considered.
Knowledge of curricular knowledge
Examination of the integration of foreign language content with other subjects and vice versa.
You have learnt about curricular knowledge to put into practice in your school Totally disagree Disagree Agree Totally agree You have gained expertise in integrating foreign language content with other subjects and vice versa Totally disagree Disagree Agree Totally agree
KNOWLEDGE OF THE LEARNER:
“Besides the physical and
psychological characteristics of the learners, educators
should include knowledge about students’ cognitive
processes. This is, knowledge about how
children, adolescents and adults learn”. (Pineda,2002)
Awareness of the role of physical and psychological characteristics of the learner.
Understanding of the cognitive processes of the learners.
Familiarity with the neurolinguistics processes involved in language acquisition and language learning.
Sensitive to students’ context.
Adaptation of methodologies, strategies and material according to the students’ age, proficiency and context.
You have become more aware of the role played by the physical and psychological characteristics of the learner Totally disagree Disagree Agree Totally agree You have gained expertise of students cognitive processes Totally disagree Disagree Agree Totally agree You have expanded your knowledge about neurolinguistics processes involved in language acquisition and language learning Totally disagree Disagree Agree Totally agree You have become more sensitive to students’ contexts as part of the teaching and learning process Totally disagree Disagree Agree Totally agree You have become more skillful at adapting methodologies, strategies and material according to the students’ age, proficiency and context Totally disagree Disagree Agree Totally agree
TECHNOLOGICAL
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PEDAGOGICAL CONTENT KNOWLEDGE
(TPACK):
TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of students’ prior knowledge; and knowledge of how technologies can be used to build on existing knowledge or to strengthen the old one” (Koehler & Mishra, 2009).
Understanding of the manner in which technology and the FL content that you teach influence one another.
Mastering technological tools to address contents or specific topics in the classroom.
Knowledge and management of the technological devices and programs to teach how to use them and to reach the goal of the class.
Training about technological material design.
You have improved your understanding of the ways in which technology and content influence one another Totally disagree Disagree Agree Totally agree You have learnt how to use technological tools to teach the FL Totally disagree Disagree Agree Totally agree You have expanded your knowledge about the management of the technological devices and programs in order to teach language Totally disagree Disagree Agree Totally agree You have been trained to create materials and activities using technology Totally disagree Disagree Agree Totally agree
KNOWLEDGE OF TEACHING PRACTICES
AND RESEARCH:
Capacity to reflect upon his/her own teaching
practices.
Knowledge about how to carry out an educational
Reflect upon your own teaching practices.
Capacity and ability to examine your own context.
Develop opportunities to innovate in your class
Become familiar with research methods to study your research
You have reflected upon your own teaching practices Totally disagree Disagree Agree Totally agree You have gained expertise to examine your own teaching context Totally disagree Disagree Agree Totally agree You have developed opportunities to innovate in your class Totally disagree Disagree Agree Totally agree You have become familiar with research methods to carry out your research proposals.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public School Teachers.
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research. proposals. Totally disagree Disagree Agree Totally agree
HUMAN NEEDS:
Model in which Maslow (1943, 1954, 1971)
attempted to capture the different levels of human
motivation. It represents the idea that human beings are
propelled into action by different motivating factors
at different times – biological drives,
psychological needs, higher goals.
Basic / Psychological Needs: Include the most basic needs that are vital to survival, such as the need for water, air, food. Also, the needs to be active, to rest, to sleep.
You have access to recreation programs (sports, cultural activities, etc.) Totally disagree Disagree Agree Totally agree You have access to health services Totally disagree Disagree Agree Totally agree The program has given you opportunity to form new social groups Totally disagree Disagree Agree Totally agree The program has given you the opportunity to strengthen your social networks Totally disagree Disagree Agree Totally agree The program has given you the opportunity to collaborate in the networks you are part of Totally disagree Disagree Agree Totally agree
Safety and Security Needs: Include needs for safety and security. Examples of these needs are: a desire for steady employment, health care, safe neighborhoods, and shelter from the environment.
Love and belonging needs (Social Needs): These include needs for belonging, love, and affection. Relationships such as friendships, romantic attachments, and families help fulfill this need for companionship and acceptance, as does involvement in social, community, or religious groups.
Steem needs: Maslow noted two versions of esteem needs: The lower one is the need for the
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public School Teachers.
139
respect of others, the need for status, fame, glory, recognition, attention, reputation, appreciation, dignity, even dominance. The higher form involves the need for self-respect, including such feelings as confidence, competence, achievement, mastery, independence, and freedom.
You have felt that your profession is gaining a higher social status Totally disagree Disagree Agree Totally agree You are experiencing more recognition among your educational community Totally disagree Disagree Agree Totally agree You have felt empowered in your classroom due to your educational training Totally disagree Disagree Agree Totally agree You feel you are reaching your academic goals Totally disagree Disagree Agree Totally agree
Self-actualizing Needs: This is the highest level of Maslow’s hierarchy of needs. Self-actualizing people are self-aware, concerned with personal growth, less concerned with the opinions of others, and interested fulfilling their potential.
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public School
Teachers. 140
Appendix B: Teachers’ Questionnaire
Percepciones acerca del impacto de los programas de profesionalización docente patrocinados por la
SED
Apreciado profesor,
Esta encuesta tiene como propósito indagar acerca de su percepción sobre el impacto de ha tenido en
programa de profesionalización docente (especialización, maestría, doctorado) auspiciado por la SED, y en
el que usted participa.
La encuesta de selección múltiple consta de 41 preguntas y se responde aproximadamente en 10 minutos.
No hay respuestas correctas ni incorrectas. La información que usted suministre es confidencial y anónima,
no tendrá incidencia en su programa o en su carrera profesional. En cualquier momento, usted puede
preguntar al encuestador sobre los contenidos y desistir de participar. Con los datos que proporcione se
espera tener una radiografía del impacto de los programas en su desarrollo profesional y personal.
Si acepta por favor marque con una X este cuadro
FIRST PART: DEMOGRAPHIC QUESTIONS
Indicate your answer to the following items: Male Female
1. Select your age from the following ranges:
20 – 24
25 - 29
30 – 34
35 – 39
40 – 44
45 - 49
50 +
2. Indicate the last degree you obtained before entering the program you are currently studying on
Normalista
Licenciatura
Especialización
Maestría
Other
Which?_________________________
3. What is the name of the program you are currently registered on?
_____________________________________________________________________________
4. What semester are you in?
_____________________________________________________________________________
5. What is the total length of the program and which semester are you currently registered on?
_____________________________________________________________________________
6. Your place of work (school) is located in
Localidad de Usaquen (1)
Localidad de Chapinero (2)
Localidad de Santa Fe (3)
Localidad de San Cristóbal (4)
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public School
Teachers. 141
Localidad de Usme (5)
Localidad de Tunjuelito (6)
Localidad de Bosa (7)
Localidad de Ciudad Kennedy (8)
Localidad de Fontibón (9)
Localidad de Engativa (10)
Localidad de Suba (11)
Localidad de Barrios Unidos (12)
Localidad de Teusaquillo (13)
Localidad de Los Mártires (14)
Localidad de Antonio Nariño (15)
Localidad de Puente Aranda (16)
Localidad de Candelaria (17)
Localidad de Rafael Uribe (18)
Localidad de Ciudad Bolívar (19)
Localidad de Sumapáz (20)
In the program you are participating in…
1 You have improved your proficiency in the foreign language (FL) that
you teach
2 You have improved your knowledge about the structure of the FL that
you teach (i.e. syntax, semantics, morphology, phonology, grammar,
vocabulary)
3 You have a better understanding of the components of communicative
competence of the FL that you teach
4 You have become skillful at creating a relaxing and enjoyable
atmosphere in your classroom
5 You have improved your skills in classroom management in your
classroom
6 You have been helped to present the topics you teach through
interesting and motivating ways
7 You have reflected upon various ways to provide feedback to your
students
8 You have better understood how to build rapport with your students
9 You have updated your knowledge regarding methodologies and
strategies to use with learners from different ages
10 You have expanded your repertoire of methodologies to teach the
target language
11 You have better understood how to organize the content of the FL that
you teach
12 You have developed your skills to select, adapt or create FL materials
13 You have enlarged your repertoire of strategies to promote classroom
interaction in the target language
14 You have improved your repertoire of strategies to encourage
collaboration and group work.
15 You have become aware of diverse ways to assess and evaluate
students´ FL learning processes
16 You have reflected upon the country’s policies related to foreign
language teaching and learning
Ag
ree
To
tally a
gre
e
Dis
ag
ree
Ag
ree
To
tally a
gre
e
To
tally d
isag
ree
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public School
Teachers. 142
17 You have expanded your knowledge about the local policies that affect
foreign language teaching and learning
18 You have learnt about curricular knowledge to put into practice in your
school
19 You have gained expertise in integrating foreign language content
with other subjects and vice versa
20 You have become more aware of the role played by the physical and
psychological characteristics of the learner
21 You have gained expertise of students´ cognitive processes
22 You have expanded your knowledge about neurolinguistic processes
involved in language acquisition and language learning
23 You have become more sensitive to students’ contexts as part of the
teaching and learning process
24 You have become more skillful at adapting methodologies, strategies
and material according to the students’ age, proficiency and context
25 You have improved your understanding of the ways in which
technology and the FL that you teach, influence one another
26 You have learnt how to use technological tools to teach the FL
27 You have expanded your knowledge about the use of the technological
devices and programs available to teach language
28 You have been trained to create materials and activities using
technology
29 You have reflected upon your own teaching practices
30 You have gained expertise in examining your own teaching context
31 You have developed opportunities to innovate in your class
32 You have become familiar with research methods to carry out your
research proposals.
33 You have access to recreation programs (sports, cultural activities, etc.)
34 You have access to health services
35 The program has given you opportunity to form new social groups
36 The program has given you the opportunity to strengthen your social
networks
37 The program has given you the opportunity to collaborate in the
networks you are part of
38 You have felt that your profession is gaining a higher social status
39 You are experiencing more recognition within your educational
community
40 You have felt empowered in your classroom due to your educational
professional development
41 You feel you are reaching your academic goals
If you want to add something or clarify the information, please refer here to the strengths and weaknesses
that you have found relating to the SED program , the Master’s program, the support of the school, etc.
Thanks a lot!
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public School
Teachers. 143
Appendix C: Teachers’ Interview
Percepciones acerca del impacto de los programas de profesionalización docente patrocinados por la
SED
Apreciado profesor,
Esta entrevista tiene como propósito indagar acerca de su percepción sobre el impacto de ha tenido en
programa de profesionalización docente (especialización, maestría, doctorado) auspiciado por la SED, y en
el que usted participa.
La información obtenida a través de esta entrevista será utilizada exclusivamente con fines académicos y
será confidencial.
Personal background
1. What is your name?
2. How old are you?
3. Where are you from?
4. Where do you live?
5. Where do you work?
6. Where is your school located?
7. How long have you worked as a public teacher?
8. What do you currently do in your school? (what are your responsabilities?)
Tell me about your studies:
9. What was the last title you obtained before entering the program you are currently doing?
10. What program are you enrolled in an in which university?
11. Why did you choose that program?
12. What professionalization opportunities have you had since then?
13. How did you know about the SED program?
14. What motivated you to participate in the program?
Money?
Professional Knowledge:
Tell me about the program you are currently doing:
1. What does it consist of?
2. What are the emphases?
3. What graduation requirements does it have?
4. Is it theory, practice or research oriented?
5. Do you have to do research? If yes, what kind? Explain the kind you research you are doing
(individual/group, type: action research, other)
Which methods are you using?
What instruments?
What type of analysis?
What population?
If it includes an intervention or action plan, what is it about?
6. Tell me about how this program has influenced your language proficiency
7. Have you had opportunities to learn or strengthen methodologies and different strategies? If yes, tell
me about them
The Impact of Qualification Programs on the Professional and Personal Development of EFL Public School
Teachers. 144
8. Have you had opportunities to help you to understand how to organize the content of the FL that you
teach (i.e. from the easiest to the most difficult) ? if yes, tell me about them
9. Have you refined your skills to select, adapt or create materials to teach FL?
10. What practical applications have you obtained from the program?
11. Explain to me the opportunities you have had to update yourself about the most recent trends in
language education.
12. Have you become aware of diverse ways to assess and evaluate students FL learning process? If yes,
tell about them
13. Have you expanded your knowledge about the local policies that affect foreign language teaching
and learning? Which ones have you discussed?
14. Have you learnt about curricular knowledge to put into practice in your school? If yes, how?
15. Have you gained expertise in integrating foreign language content with other subjects and vice
versa? If yes, how?
16. Has this program given you opportunities to examine your students’ contexts as part of the teaching
and learning process? If so, how?
17. Can you tell me about what this program has taught you about the role played by the physical and
psychological characteristics of the learner?
18. How does the program handle the use of technology for teaching purposes? (technological devices
,programs, software, websites… in order to teach language)
19. Have you been trained to create materials and activities using that technology? Give me examples.
20. What have you found useful / practical from the program? why? give me examples
21. Have you developed opportunities to innovate in your class? If yes, which ones? can you give an
example
22. What would you like the program to emphasize more? why? how?
Welfare
1. Has the program given you opportunities to create social networks (groups) how? With whom?
2. Has the program given you the opportunity to collaborate in the networks you are part of?
3. What cultural, sport, recreational or other type of activities does the program propose for boosting
your welfare?
4. Do you know the services of welfare that your university offers? Are you taking advantage of these?
5. Have you felt empowered in your classroom due to your educational training?
General perception
1. In general, how do you like the program?
2. Can you tell me about the teachers?
3. Can you tell me about the services the program offers?
4. What would you change or strengthen in this program?
5. Are you experiencing more recognition among your educational community?
6. Do you feel you are reaching your academic goals?
7. Is there anything that you would like to add about the SED program or your masters program:
Thanks!
IMPACT OF THE QUALIFICATION PROGRAMS ON EFL PUBLIC TEACHERS’ PROFESSIONAL
AND PERSONAL DEVELOPMENT. 146
Appendix D: Consent Form for Directors and Coordinators of the Programs