ABSTRACT

Despite a sustainable research interest in different forms of teachers’ professional development, scant international attention has been paid to forms of professional development which are implemented in South America. Based on a qualitative research design, this study explores the impact of the ateneo as an innovative model of continuing professional development. An ateneo is a model which supports teacher reflection and change in teaching practices by concentrating on context-responsive practical issues such as lesson planning and delivery. The study was carried out with 22 teachers of English as a foreign language in southern Argentina. Data were gathered through the teachers’ lesson plans, whole group discussions, and the teachers’ final assignments to receive credits for completion of the ateneo. Drawing on thematic analysis, the participants envisaged the ateneo as a practice-oriented, dynamic, interaction-based, and personal as well as collective space for developing teaching skills and professional knowledge. In particular, findings show that the participants exhibited an improvement in lesson contextualization, sequencing and transitioning, maximization of resources, class time management, and reflective teaching. The study argues that the ateneo became successful given the shared teacher identity among the participants and the course tutors, and the explicit focus on the teachers’ daily practices.

摘要

尽管对不同形式的教师专业发展有持续的研究兴趣，但国际上对南美洲实施的专业发展形式的关注很少。本研究基于定性研究设计，探讨了ateneo作为持续专业发展的创新模式的影响。在雅典耀是一种模式，通过专注于情境响应的实际问题（例如课程计划和交付）来支持教师反思和改变教学实践。该研究是在阿根廷南部的 22 名英语作为外语的教师中进行的。通过教师的课程计划、全组讨论和教师的最终作业收集数据，以获得完成ateneo 的学分。借助专题分析，参与者设想了ateneo作为一个以实践为导向、充满活力、以互动为基础的个人和集体空间，用于发展教学技能和专业知识。特别是，研究结果表明，参与者在课程情境化、排序和转换、资源最大化、课堂时间管理和反思教学方面表现出改进。该研究认为，由于参与者和课程导师之间具有共同的教师身份，并且明确关注教师的日常实践，因此ateneo取得了成功。