DEVELOPMENT IMPETUS FOR TESOL PRACTITIONERS: A REVIEW OF THE LITERATURE AND RECOMMENDATIONS FOR ANDRAGOGICAL FRAMEWORKS
Abstract
Esta revisión de la literatura reconoce y describe los estados actuales de la formación entre los miembros profesionales de la industria global de aprendizaje del idioma Inglés. Con especial atención en el diseño y ejecución de programas de desarrollo profesional para profesores de idiomas Inglés con el fin de informar sobre el producto de datos cualitativos de un proyecto de Investigación-Acción en la Universidad Nacional de Kyungpook en Daegu, Corea del Sur. Tres estudios de casos breves de Jordania, Colombia y Corea del Sur sirven para conectar a tierra a través de consultas de investigación en regiones del mundo. Los hallazgos sugieren la necesidad de programas más fuertes en el servicio profesional de formación de desarrollo, orientaciones programáticas culturalmente más sensibles, y programas de formación más formales. Por último, este documento articula recomendaciones para el desarrollo de un marcoandragógico mejorado, que luego puede ser adoptado a través de las escuelas y culturas.
This review of the literature acknowledges and describes current states of training amongst professional members of the global English language learning industry. Particular attention is given to the design and implementation of professional development programs for English language instructors in order to inform the harvest of qualitative data from an Action Research project at Kyungpook National University in Daegu, South Korea. Three brief case studies of Jordan, Colombia and South Korea serve to ground research inquires across world regions. Findings suggest a need for stronger in-service professional development training programs, more culturally-responsive programmatic orientations, and more formalized training curricula. Finally, this paper articulates recommendations for developing an improved andragogical framework which may then be adopted across schools and cultures.
This review of the literature acknowledges and describes current states of training amongst professional members of the global English language learning industry. Particular attention is given to the design and implementation of professional development programs for English language instructors in order to inform the harvest of qualitative data from an Action Research project at Kyungpook National University in Daegu, South Korea. Three brief case studies of Jordan, Colombia and South Korea serve to ground research inquires across world regions. Findings suggest a need for stronger in-service professional development training programs, more culturally-responsive programmatic orientations, and more formalized training curricula. Finally, this paper articulates recommendations for developing an improved andragogical framework which may then be adopted across schools and cultures.
Description
Vol. 2, No. 14