EFL Teacher Professional Development Considerations: A Case study in Different Schools of Cañar Province.

Ariel Andrés Rivera Vásquez; Diana Alejandrina González Rivas

doi:10.29166/kronos.v6i2.7731

Autores/as

Ariel Andrés Rivera Vásquez Escuela Héroes de Verdeloma
Diana Alejandrina González Rivas MINEDUC

DOI:

https://doi.org/10.29166/kronos.v6i2.7731

Palabras clave:

DPD, Colaboración, Motivación, Formación, Profesores de Inglés

Resumen

Esta investigación se ha centrado en conocer los criterios que tienen algunos profesores de lengua extran
jera (inglés) en cuanto al Desarrollo Profesional Docente (DPD) conforme la motivación, la formación continua
y la colaboración profesional. Por lo tanto, el objetivo de la investigación fue comprender estos aspectos desde las
percepciones, experiencias y opiniones de los participantes. Veintidós profesores de inglés de diferentes escuelas de la
provincia de Cañar participaron voluntariamente proporcionando datos e información. En el marco de este trabajo
se adoptó un enfoque cualitativo centrado en un estudio de caso dentro de esta provincia con estos profesores de
inglés. Además, se empleó una encuesta que fue validada por tres expertos antes de su implementación. Los datos
recopilados fueron integrados y analizados de acuerdo con las tres dimensiones del DPD. Los hallazgos mostraron
una actitud positiva hacia el DPD, donde la motivación de estos profesores tiende hacia mecanismos intrínsecos y la
colaboración fue considerada beneficiosa bajo circunstancias específicas de respeto y cooperación entre ellos. Final
mente, las oportunidades de formación han sido escasas para ellos, en comparación con los profesores de otras áreas.
Los participantes expresaron su preocupación por este escenario por lo cual solicitaron el aumento de los períodos
académicos en la asignatura de inglés.

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