In the following literature review, I set out to show an analysis of the main developments regarding the study of in-service English teachers’ (IELTs) knowledge. In the first part, I trace scholarly work regarding the topic at the national and international levels. I bring up both poststructuralist and decolonial perspectives to problematize the concept of teacher knowledge base (Shulman 1987, 2005). By means of research profiling and data base search, articles and trends related to the issue of teachers’ knowledge were found. The analysis suggests that there are two core trends in the study of English teachers’ knowledge in Colombian publications. The first shows that there are studies which revolve around backing up the concept of knowledge base. The second one shows that few studies take up a different perspective towards the study of English teachers’ knowledge.

中文翻译：

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复习英语教学中的知识问题，复习文学

在下面的文献综述中，我着手分析在职英语教师（IELTs）知识研究的主要进展。在第一部分中，我将追踪有关该主题的国家和国际学术研究。我提出后结构主义和殖民主义的观点来质疑教师知识库的概念（Shulman 1987，2005）。通过研究概况分析和数据库搜索，发现了与教师知识问题相关的文章和趋势。分析表明，哥伦比亚出版物中研究英语教师的知识有两个核心趋势。第一个表明，有些研究围绕着支持知识库的概念展开。