%0 Thesis
%A Ávila Sánchez, Yoddy Alejandra
%A Acosta Velilla, Leonardo José
%8 2021-10-24
%U http://hdl.handle.net/10818/50219
%X This paper reports on the results of the first stage of a larger project geared towards the 
construction of a framework of competencies and skills for Colombian ELT practitioners 
that would provide teachers with guidelines and direction on their professional 
performance. In this first stage, we explored perceptions and beliefs that a group of 
Colombian ELT teachers has towards the ideal competencies for the performance of their 
job. We examined these perceptions through exploratory, mixed-method research using 
quantitative and qualitative data of a questionnaire and semi-structured interviews 
through the grounded theory approach. The results suggest that participants acknowledge 
competencies as a part of their professional development, but the value assigned to each 
of them varies according to the teachers and their contexts. We conclude that teaching 
calls for an array of competencies at different levels and that some competencies, namely 
educational policy awareness and self-regulation, are disregarded by this specific group 
of Colombian English Teachers. There is a need for a point of reference that can guide 
professional development and teacher education so that teachers have more clarity of 
what they have or need to improve on.
%I Universidad de La Sabana
%T Listening to Colombian Teachers’ Voices :Perceived competences for ELT practitioners
%~ Intellectum