Profile: Issues in Teachers' Professional Development

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  Año 2022, Vol. 24, Número 1

  • Editorial

    • Editorial

      Melba Libia Cárdenas Beltrán, María Claudia Nieto Cruz

      • Resumen
      • Texto completo

      págs. 9-11

      

  • Issues from Teacher Researchers

    • Triggering Factors that Reinforce or Change EFL Preservice Teachers’ Beliefs during the Practicum

      Abel Andrés Periñan-Morales, John Jairo Viáfara González, José Alexander Arcila-Valencia

      • Resumen
      • Texto completo

      págs. 15-28

      

    • EFL Teachers’ Classroom Management Orientation, Self-Efficacy, Burnout, and Students’ L2 Achievement

      Mohammad Hadi Mahmoodi, Shiva Hosseiniyar, Negin Samoudi

      • Resumen
      • Texto completo

      págs. 29-44

      

    • The Relationship Between Demographic Features and Iranian EFL Teachers’ Attachment Style

      Mansoor Ganji, Farzane Safarzade Samani

      • Resumen
      • Texto completo

      págs. 45-61

      

    • Using Reverse Mentoring to Transform In-Service Teachers’ Beliefs About How to Teach English

      Liliana Valle, Danilsa Lorduy-Arellano, Nohora Inés Porras González

      • Resumen
      • Texto completo

      págs. 63-76

      

    • In-Service University-Level EFL Instructors’ Language Assessment Literacy and Training Needs

      Ali Sayyadi

      • Resumen
      • Texto completo

      págs. 77-95

      

    • Children’s Social Representations of English Teaching and Learning: A Study in Medellín, Colombia

      Isabel Cristina Cadavid Múnera

      • Resumen
      • Texto completo

      págs. 97-113

      

    • The Educational Purpose of Language Teaching at University: Giving Voice to Native Communities

      Gabriela Tavella, Silvia Carina Fernández

      • Resumen
      • Texto completo

      págs. 115-124

      

    • Compiling a Corpus of Audiovisual Materials for EFL Learning: Selection, Analysis, and Exploitation

      Paula Wood

      • Resumen
      • Texto completo

      págs. 125-141

      

    • Assessment of Students’ Oral Communicative Competence in English Through a Web Conferencing Platform

      María de los Milagros Cruz Ramos, Luz Edith Herrera Díaz

      • Resumen
      • Texto completo

      págs. 143-156

      

    • Plurality of Voices in Reflecting Upon the Research Process: Trajectories of Collaboration in an Argentinian Setting

      Melina Porto, Anahí Pesci, Mariela Riva

      • Resumen
      • Texto completo

      págs. 157-171

      

  • Issues from Novice Teacher Researchers

    • Disciplinary Power Lying Behind the Requisite of English Language Mastery in International Scholarships

      Alber Josué Forero-Mondragón, Álvaro Hernán Quintero Polo

      • Resumen
      • Texto completo

      págs. 175-191

      

    • Preservice EFL Teachers’ Experiences in Their First Teaching Practicum: A Collaborative Autoethnography

      Kelli Johana Ariza-Quiñones, Lizzeth Dayana Hernández-Polo, Kelly Julie Lesmes-Lesmes, Elcy Lorena Molina-Ramírez

      • Resumen
      • Texto completo

      págs. 193-207

      

  • Issues Based on Reflections and Innovations

    • Framing English as a Medium of Instruction Within the Iberian-American Spanish-Speaking Education Contexts

      Wilder Yesid Escobar Alméciga

      • Resumen
      • Texto completo

      págs. 211-225

      

    • A Synthesis of EFL Research in Chilean High Schools: Research Shortage or Research Opportunities?

      Claudio Jaramillo-Yanquepe

      • Resumen
      • Texto completo

      págs. 227-246

      

    • English Language Preservice Teachers’ Identity Construction Within Academic and Other Communities

      Julia Zoraida Posada Ortiz

      • Resumen
      • Texto completo

      págs. 247-260