This book is the compilation of eight research studies conducted by the students from the Master\'s in Education with Emphasis on English Didactics at the School of Education in Universidad Externado de Colombia, and one study carried out by the professors from the same Emphasis. It illustrates the students\' research process focused on various English didactíc issues relevant to the EFL community of teachers. This issues comprise several themes such as materíals development for teachers\' professional growth, undergraduate students\' critical thinkíng skílls revealed through ín-dass debates on controversial íssues ín an EFL dassroorn, the enhancement of wrítíng through cooperative learning, the improvement of oral fluency through vocabulary learníng actívíties based on collocations, materials development for learning English for specific purposes, development of task-based vocabulary to enhance reading comprehension, the process approach to develop argumentative skills, meaningful photographs to engage students in oral activities, and fostering reading strategies through the use of authentic materials. This book divided into nine chapters. Each chapter explains the corresponding research process undergone by the students. It describes their theoretical considerations, instructional and research designs, data analysis and findings, and condusions in relation to their concern.

This much-needed text provides a coherent and strategic approach to teacher development Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.

This book is the compilation of seven research studies. Six studies were carried out by the in-service teacher students from the Master\'s in Education with Emphasis on English Didactics at the School of Education in Universidad Externado de Colombia, and two professors from the same Emphasis conducted one study. It illustrates the students\' research process focused on English didactic issues relevant to the EFL community of teachers. This issue comprises seven chapters. The first article reports the results of developing undergraduates\' argumentative competen ce through ln-dass debates on social issues supported by the design and implementation of six contextualized workshops and subsidiary worksheets at a private university. The second describes the implementation of contextualized materials, based on topics of students\' interest in an EFL context, to develop their reading comprehension in a state-funded school. The third explores how the design and implementation of workshops, focused on phonemic awareness and sensory-based activities, fostered the development of preschoolers\' writing at a private school. The fourth presents the results of implementing materials based on role-plays to shape fourth-grade students\' interaction skills at a private school. The fifth describes the process of designing and implementing contextualized materials, based on the Content and Language Integrated Learning (CLlL) approach, to develop two oral communication micro skills (body language and fluency) among preschoolers in a bilingual private school. The sixth reports the results of implementing songs to improve students\' learning of English and artistic skills at a state-funded school. The seventh describes the impact of both contextualized materials and comic strips on eight graders\' writing process in the English as a Foreign Language (EFL) dassroom, at a female state-funded school. Each chapter describes the corresponding research process undergone by the students and the professors, which entail the theoretical considerations, instructional and research designs, data analysis and findings, and condusions, pedagogical implications and questions for further research in relation to their research concern.

Easy-to-apply, scientifically-based approaches for engaging students in the classroom Cognitive scientist Dan Willingham focuses his acclaimed research on the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals-the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences. Nine, easy-to-understand principles with clear applications for the classroom Includes surprising findings, such as that intelligence is malleable, and that you cannot develop "thinking skills" without facts How an understanding of the brain's workings can help teachers hone their teaching skills "Mr. Willingham's answers apply just as well outside the classroom. Corporate trainers, marketers and, not least, parents -anyone who cares about how we learn-should find his book valuable reading." —Wall Street Journal

In this book you'll learn how to: tap into your passion as a teacher - even when you're less than excited about the subject; develop creative presentations that capture your students' interest; establish rapport and a sense of camaraderie in your classroom; transform your class into a life-changing experience for your students. --from back cover.

Teachers, like other professionals, need to stay informed about new knowledge and technologies. Yet many express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programs they have experienced have been self-initiated. Enhancing Professional Development for Teachers explores how the provision of professional development through online media has had a significant influence on the professional lives of an increasing number of teachers. Growing numbers of educators contend that online teacher professional development (OTPD) has the potential to enhance and even transform teachers' effectiveness in their classrooms and over the course of their careers. They also acknowledge that it raises many challenging questions regarding costs, equity, access to technology, quality of materials, and other issues. Enhancing Professional Development for Teachers suggests that teachers be active participants in planning and implementation of any new technologies that enhance professional development. The book recommends that federal and state policy makers take on the responsibility of promoting equal access to technology while the federal government and foundations play an important role by supporting the development, evaluation, and revision of OTPD.