The formation of study groups: experiences in the outset of a permanent English teacher development program
DOI:
https://doi.org/10.5433/2237-4876.2007v10n1p73Keywords:
Study groups, teacher development, teacher communities.Abstract
This article reports the results of a qualitative and interpretative case study that researches about the creation of primary and secondary EFL teachers' academic networks through study groups. It focuses on its genesis and evolution within the framework of a teacher's development program in Bogotá, Colombia. The analysis of four groups allows us to identify their perceptions towards the establishment of a common goal, the synergies to advance towards its achievement and the contributions to their pedagogical practices. We can also infer some implications for collaborative work and continuous teachers' development.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Melba Líbia B. Cárdenas, Laura Malagon
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal reserves the right to make, in the originals, normative, orthographic and grammatical modifications in order to maintain the standard language and the credibility of the publication. It will respect, however, the authors' style of writing. Modifications, corrections and suggestions of conceptual order will be forwarded to the authors, if necessary. In these cases, the papers, once appropriate, should be submitted to a new appreciation. The final examinations will not be forwarded to the authors. Works published become property of Signum, being its total or partial reprint subject to an explicit authorization of the journal. In all subsequent quotes the original source of publication should be mentioned, in case, in Photographic Discourse. Opinions emitted by the authors are their exclusive responsibility.
