Profile: Issues in Teachers' Professional Development

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  Año 2022, Vol. 24, Número 2

  • Editorial

    • Editorial

      Melba Libia Cárdenas Beltrán, María Claudia Nieto Cruz

      • Texto completo

      págs. 9-14

      

  • Issues from Teacher Researchers

    • Building and Strengthening Teacher Communities: Improvement Plan for the Profile Journal

      Melba Libia Cárdenas Beltrán

      • Resumen
      • Texto completo

      págs. 17-30

      

    • Contextualization of Training Input in Multi-Level Replication and Scaling-up Approach in EFL Teacher-Training

      Hazel Acosta, Diego Cajas, Elizabeth Minchala

      • Resumen
      • Texto completo

      págs. 31-45

      

    • EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students

      Jhon Eduardo Mosquera Pérez, Jhon Jairo Losada Rivas

      • Resumen
      • Texto completo

      págs. 47-62

      

    • The Factors Contributing to Language Teachers’ Effectiveness in an EFL Learning Context: A Questionnaire Validation Study

      Akram Nayernia, Rana Nosrati, Hassan Mohebbi

      • Resumen
      • Texto completo

      págs. 63-79

      

    • Self-Efficacy of English Language Teachers With Low and High Curriculum Literacy in Indonesian Schools

      Burhanuddin Yasin, Usman Kasim, Faisal Mustafa, Saiful Marhaban, Endang Komariah

      • Resumen
      • Texto completo

      págs. 81-97

      

    • Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context

      Indira Niebles-Thevening, Angela C Bailey, Nayibe Rosado Mendinueta

      • Resumen
      • Texto completo

      págs. 99-115

      

    • Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?

      Elisa Pérez Gracia, Rocío Serrano Rodríguez, Alfonso Pontes Pedrajas

      • Resumen
      • Texto completo

      págs. 117-131

      

    • Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks

      Edgar Augusto Aguirre Garzón, Diego Ubaque Casallas

      • Resumen
      • Texto completo

      págs. 133-147

      

    • EFL Preservice Teachers’ Technology Integration in Managing and Teaching Speaking Skills During Emergency Remote Teaching

      I Putu Indra Kusuma

      • Resumen
      • Texto completo

      págs. 149-165

      

  • Issues from Novice Teacher Researchers

    • A Collaborative Autoethnography on Being Preservice English Language Teachers Throughout the Bachelor’s Degree

      Cristian Camilo Peynado, Camila Morales Triviño, Jairo Enrique Castañeda

      • Resumen
      • Texto completo

      págs. 169-183

      

    • English Learning and Teaching at a Polytechnic University in Mexico: Towards Bilingual Education?

      Diana Leslie Castillo-Nava, Irasema Mora Pablo

      • Resumen
      • Texto completo

      págs. 185-199

      

  • Issues Based on Reflections and Innovations

    • Are Language Teaching Methods Really Dead as Some TESOL Gurus Have Proclaimed?

      Jesús Alirio Bastidas Arteaga

      • Resumen
      • Texto completo

      págs. 203-213

      

    • The Repertory Grid Interview: Exploring Qualitative and Quantitative Data on Language Teachers’ Pedagogical Beliefs

      Kenneth Richter, Patricia Marie Anne Houde, Krisztina Zimányi

      • Resumen
      • Texto completo

      págs. 215-229

      

    • Colombian Scholars’ Discussion About Language Assessment: A Review of Five Journals

      Sonia Patricia Hernandez Ocampo

      • Resumen
      • Texto completo

      págs. 231-245

      

    • English Language Teachers’ Perceived Classroom Assessment Knowledge and Practice: Developing and Validating a Scale

      Zia Tajeddin, Zari Saeedi, Vahid Panahzadeh

      • Resumen
      • Texto completo

      págs. 247-264

      

    • Learning English From a Critical, Intercultural Perspective: The Journey of Preservice Language Teachers

      Claudia Patricia Gutierrez

      • Resumen
      • Texto completo

      págs. 265-279