Teacher Capabilities Valued by English Language Teacher Educators: Insights from Ecuador
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| Title: | Teacher Capabilities Valued by English Language Teacher Educators: Insights from Ecuador |
|---|---|
| Language: | English |
| Authors: | Adeline De Angelis (ORCID |
| Source: | PROFILE: Issues in Teachers' Professional Development. 2026 28(1):105-122. |
| Availability: | Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Language Teachers, English (Second Language), Teacher Educators, Universities, College Faculty, Educational Practices, Teacher Attitudes, Language Usage, Teacher Competencies, Educational Objectives, Teacher Education |
| Geographic Terms: | Ecuador |
| ISSN: | 1657-0790 2256-5760 |
| Abstract: | Efforts to ensure quality English language teacher education often impose external criteria that emphasize predetermined language proficiency and pedagogical skills. Inspired by the capabilities approach, this paper describes teacher capabilities valued by English language teacher educators in Ecuador. I analyze focus group interviews with 37 teacher educators from 18 universities about their language use practices and instructional goals, providing insights into how educators may think about content knowledge, pedagogical knowledge, teacher identity and cognition, and their importance relative to or together with English proficiency. Drawing on insights from Ecuador, I encourage programs in varied global contexts to critically explore how and by whom the desirable outcomes of English language teacher education are defined and valued in everyday practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501429 |
| Database: | ERIC |
| Abstract: | Efforts to ensure quality English language teacher education often impose external criteria that emphasize predetermined language proficiency and pedagogical skills. Inspired by the capabilities approach, this paper describes teacher capabilities valued by English language teacher educators in Ecuador. I analyze focus group interviews with 37 teacher educators from 18 universities about their language use practices and instructional goals, providing insights into how educators may think about content knowledge, pedagogical knowledge, teacher identity and cognition, and their importance relative to or together with English proficiency. Drawing on insights from Ecuador, I encourage programs in varied global contexts to critically explore how and by whom the desirable outcomes of English language teacher education are defined and valued in everyday practice. |
|---|---|
| ISSN: | 1657-0790 2256-5760 |
