El impacto de la capacitación a profesores de inglés de Cuenca

Abstract

It is known that teachers’ beliefs guide their professional practices (Borg, 2011). However, it has not been studied how professional development affects teaching practices. Few studies have been conducted about the influence of training or professional development in English teachers. This study aims to determine the impact of training regarding communicative strategies in the English classroom. Twelve public teachers were trained on communicative strategies attending a course2of 110 hours and working individually about 20 extra hours. These teachers are the subjects of this research. A quasi-experimental longitudinal research was conducted. A pre-observation was conducted before the training. Immediately after the training, a post-observation was implemented. Finally a re-observation was developed after two years of the completion of the intensive ECTS training. The results show significant changes in the post-observation, but these changes are not the same in the re-observation. It is suggested to organize continuously professional development programs.