The impact of qualification programs on EFL teachers’ professional and personal development: teachers’ voices

Abstract

The government of Colombia has implemented programs aimed at qualifying public school teachers, as part of the policies to improve the quality of national education . This mixed study analyzes areas of concern for EFL teachers in public schools in Bogotá who participated in local government sponsored post-graduate programs and the impact of the qualification programs on their professional and personal development. Sixty-nine teachers responded a questionnaire of 41 questions and seven teachers participated in interviews based on the tenets of Shulman’s Knowledge base teaching model (1987, 2013) and Maslow’s theory of human needs (1943, 1954, 1971). These instruments aimed to explore their experience and perspectives regarding the impact of the qualification programs. The findings indicate that the teachers involved were driven by a genuine desire to energize and improve their daily practices and, further, that the programs helped them to reflect and respond to the particularities of their respective contexts and to gain confidence and recognition as researchers. The results highlight the importance of professional development opportunities for teachers and the role of collaborative work. Nevertheless, the findings raise questions about the continuity and sustainability of such programs.