This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.

中文翻译：

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哥伦比亚英语教师的专业发展：文献综述

本文提供了对25项实证研究的回顾，以确定哥伦比亚在职英语教师专业发展计划的领域和发现。经过审查的研究表明，语言教师的专业发展集中在六个主要领域：语言能力，研究技能和反思性实践，教师的信念和身份，教师职业发展的综合方法，教学技巧和教学方法以及新兴技术。结果表明，有必要从传统的师徒制，以内容为导向，以教师为中心的专业发展模型转变为允许教师批判性地分析其特定背景和需求的举措，并设计自己的本地替代方案，以便他们可以成为自己的变革过程中更积极的推动者。讨论了可能构成将来英语教师专业发展研究替代方案的问题。