Profile: Issues in Teachers' Professional Development

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  Año 2017, Vol. 19, Número 2

  • Editorial

    • Resisting Exclusion From Core Indexing Systems

      Melba Libia Cárdenas Beltrán, María Claudia Nieto Cruz

      • Resumen
      • Texto completo

      págs. 7-11

      

  • Issues from Teacher Researchers

    • Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development

      Paula R. Golombek, Karen E. Johnson

      • Resumen
      • Texto completo

      págs. 15-28

      

    • Formulaic Language and EFL Requests: Sensitive Wording at the Right Time

      Gerrard Edwin Mugford Fowler

      • Resumen
      • Texto completo

      págs. 29-39

      

    • High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements

      Julio César Torres Rocha

      • Resumen
      • Texto completo

      págs. 41-55

      

    • Increasing EFL Learners’ Oral Production at a Public School Through Project-Based Learning

      Ady Marcela Vaca Torres, Luis Fernando Gómez Rodríguez

      • Resumen
      • Texto completo

      págs. 57-71

      

    • Making Sense of Alternative Assessment in a Qualitative Evaluation System

      Javier Augusto Rojas Serrano

      • Resumen
      • Texto completo

      págs. 73-85

      

    • Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing

      Claudio Heraldo Díaz Larenas, Lucía Ramos Leiva, Mabel Ortiz Navarrete

      • Resumen
      • Texto completo

      págs. 87-100

      

    • Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

      Maria Eugenia Guapacha, Luis Humberto Benavidez Paz

      • Resumen
      • Texto completo

      págs. 101-120

      

    • The Crucial Role of Educational Stakeholders in the Appropriation of Foreign Language Education Policies: A Case Study

      Oscar Alberto Peláez Henao, Jaime A. Usma Wilches

      • Resumen
      • Texto completo

      págs. 121-134

      

    • Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach

      Janeth Juliana Contreras León, Claudia Marcela Chapetón Castro

      • Resumen
      • Texto completo

      págs. 135-149

      

    • Motivating and Demotivating Factors for Students With Low Emotional Intelligence to Participate in Speaking Activities

      Mariza G. Méndez López, Moisés Bautista Tun

      • Resumen
      • Texto completo

      págs. 151-163

      

  • Issues from Novice Teacher Researchers

    • Identifying Pre-Service Teachers’ Beliefs About Teaching EFL and Their Potential Changes

      Sergio Suarez, Edwin Arley Basto Basto

      • Resumen
      • Texto completo

      págs. 167-184

      

  • Issues Based on Reflections and Innovations

    • A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies

      Juan D. Gómez

      • Resumen
      • Texto completo

      págs. 187-201

      

    • A Basis for the Design of a Curriculum Incorporating Music and Drama in Children’s English Language Instruction

      Mónica Rodríguez-Bonces

      • Resumen
      • Texto completo

      págs. 203-223