This paper reports on the first phase of an exploratory qualitative study carried out with in-service language teachers pursuing a graduate degree in Colombia. It aims at analyzing their practices, needs, and challenges, examined under two perspectives—the teacher as a learner and the teacher as a teacher. The study made use of interviews, focus groups, and questionnaires as the primary sources of data. Data analysis included a grounded theory approach and the use of coding, triangulation, and validation procedures. Results unveiled the difficulties that current in-service teachers have in different domains (cognitive, metacognitive, and linguistic), and also inform how the teaching challenges within their specific contexts influence their beliefs, practices, learning and teaching outcomes, and their professional growth. The study presents both theoretical and applied considerations to tackle the needs and challenges reported, aiming at offering a systematic analysis and approach for the endorsement of reflection, and thus, setting milestones for the enhancement of effective professional development for language teachers in educational communities such as in Colombia as well as overseas.

中文翻译：

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在语言教学中超越反思的认可

本文报道了在哥伦比亚攻读研究生学位的在职语言教师进行的探索性定性研究的第一阶段。它旨在分析​​他们的实践，需求和挑战，并从两个角度进行考察：教师作为学习者和教师作为老师。该研究利用访谈，焦点小组和调查表作为主要数据来源。数据分析包括扎实的理论方法以及编码，三角剖分和验证程序的使用。结果揭示了当前在职教师在不同领域（认知，元认知和语言学）所面临的困难，并且还揭示了在其特定背景下的教学挑战如何影响他们的信念，实践，学与教成果以及他们的专业成长。