Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context

Abstract

This article reports on a qualitative case study that explored the use of Kumaravadivelu’s “Knowing, Analyzing, Recognizing, Doing, Seeing” model as a teacher evaluation tool to identify critical and reflective aspects of teachers’ practices for their professional development. The participants were nine English language teachers and their students at a Colombian university. Teacher survey responses, journals, observations, and students’ perceptions were collected and thematically categorized and analyzed under the model. Results suggest that teachers have strong procedural knowledge and self-perceptions but struggle with recognizing unique opportunities for critical approaches to their practice, indicating that the model provides more efficient ways of analyzing teachers and focusing on more specific contextual areas in the teachers’ professional development.

Keywords

• english language teaching
• kards model
• language teacher education
• professional development
• teacher evaluation