The formation of study groups: experiences in the outset of a permanent English teacher development program

Resumen

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.