Professional Development of EFL Teachers in Mexico: Examining Cross-Cultural and Global Linkages, Influences, and Outcomes

Authors

Robert A. DeVillar, Kennesaw State UniversityFollow
Binbin Jiang, Kennesaw State UniversityFollow

Department

Educational Leadership

Document Type

Article

Publication Date

2006

Abstract

During the past twenty years, the paradigm of professional development in U.S. education has shifted from an analyitco-incremental model to an integrative-systematic model. The integrative-systematic model focuses on the whole-scale improvement of general student performance through the articulation, implementation, and assessment of standards that apply to teachers and teacher preparation institutions as well as to students. This article addresses the basis for this paradigm shift in the U.S. and the global expansion of the professional development mandate. The authors describe the first phase of a three-year, cross-cultural professional development program involving English-as-a-Foreign Language (EFL) teachers at a private school in Mexico.

Journal Title

Journal of Global Initiatives

Journal ISSN

1930-3009

Volume

1

Issue

1