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Prole: Issues Teach. Prof. Dev., Vol. 24 No. 2, Jul-Dec, 2022. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 99-115
https://doi.org/10.15446/prole.v24n2.92797
Evaluating Teachers’ Practices Beyond Content and Procedural
Knowledge in a Colombian Context
Evaluación de las prácticas docentes más allá del conocimiento de contenido
y procedimiento en un contexto colombiano
Indira Niebles-evening1
Angela Bailey
Nayibe Rosado
Universidad del Norte, Barranquilla, Colombia
is 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 reective
aspects of teachers’ practices for their professional development. e 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 ecient ways of analyzing teachers and focusing on more specic contextual
areas in the teachers’ professional development.
Keywords: English language teaching, KARDS model, language teacher education, professional
development, teacher evaluation
Este artículo reporta un estudio de caso cualitativo que exploró el uso del modelo “Saber, analizar,
reconocer, hacer y ver” de Kumaravadivelu como evaluación docente para identicar aspectos críticos
y reexivos de la práctica docente. Participaron nueve profesores de inglés de una universidad en
Colombia y sus estudiantes. Las respuestas a encuestas, diarios de los profesores, observaciones y las
percepciones de los estudiantes se categorizaron y analizaron temáticamente teniendo en cuenta las
áreas del modelo. Los resultados sugieren que los profesores, si bien tienen un fuerte conocimiento
procedimental y una autopercepción como profesores, encuentran difícil reconocer oportunidades
para adoptar enfoques críticos en su práctica. Esto indica que el modelo ofrece formas ecientes de
análisis y de enfocar áreas contextuales más especícas para el desarrollo profesional.
Palabras clave: desarrollo profesional, educación de docente de lengua, enseñanza del inglés, evaluación
docente, modelo KARDS
Indira Niebles-evening https://orcid.org/--- · Email: ithevening@uninorte.edu.co
Angela Bailey https://orcid.org/--- · Email: abailey@uninorte.edu.co
Nayibe Rosado https://orcid.org/--- · Email: nrosado@uninorte.edu.co
is paper makes part of a larger study on English language professors’ practices and how they meet or fail to meet the post-method condi-
tion. is article presents qualitative data exploring the use of the KARDS model as a teacher evaluation tool and it was not sponsored.
How to cite this article (APA, th ed.): Niebles-evening, I., Bailey, A., & Rosado, N. (). Evaluating teachers’ practices beyond con-
tent and procedural knowledge in a Colombian context. Prole: Issues in Teachers’ Professional Development, 24(), –. https://doi.
org/./prole.vn.
is article was received on January , and accepted on February , .
is is an Open Access article distributed under the terms of the Creative Commons license Attribution-NonCommercial-NoDeriva-
tives . International License. Consultation is possible at https://creativecommons.org/licenses/by-nc-nd/./
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Introduction
Teacher education has shifted from teachers’
learning as observable behavior, to the cognitive mental
processes in which they are involved, to the interaction
of teachers in their contexts with other educational
agents and processes (Grossman et al., ; Johnson,
; Oosterheert & Vermunt, ; Putnam & Borko,
; Tsui & Law, ). Teacher education emphasized
prescriptive concepts about how and what teachers
should learn, a perspective informed by the “dualistic
understandings of the relationship between thought
and action which seeks proof of the transfer of learning
through the evident application of knowledge” (Ellis
et al., , p. ). us, teachers’ practices are oen
determined by their behavior through perceptions
and knowledge, work environment, and institutional
policies (Goh et al., ; Richards & Lockhart, ).
More recently, Kumaravadivelu () held that
changes in society, such as globalization, make restructuring
and re-conceptualizing teacher education imperative,
particularly English language teacher’s education. Also, in
order to empower teachers to become strategic thinkers
who can theorize from their practice, it is important to
design comprehensive teacher education programs.
The literature available also considers teacher’s
education to include learning as cognition, reection,
and construction of identity as mainstays for better
in-service teaching practices (Borg, ). is occurs
with novice teachers through shis in identity during
practice (Kanno & Stuart, ; Quintero-Polo &
Guerrero-Nieto, ; omas & Beauchamp, ),
by working in dierent cultural settings (Block, ),
or through social negotiations, knowledge and action,
as well as ideological, political, and cultural inclinations
(Fajardo-Castañeda, ).
e British Council () proposed the continuing
professional development (CPD) framework for teachers,
consisting of four stages and professional practices.
ese include activities such as planning, managing,
and assessing learning and taking responsibility for
professional development. CPD depends on teachers’ self-
motivation and awareness of their professional needs to
engage in appropriate professional growth opportunities.
is could be problematic if professional development is
seen by teachers, especially in the public-school sector,
as a self-nanced burden (Maussa-Díaz, ).
In Latin America, Chile has established the standards
for English language teacher education (Estándares
para carreras en pedagogía en inglés) focusing on two
dimensions: disciplinary and pedagogical. e disci-
plinary standards focus on knowledge of the language
and second language learning theory (Ministerio de
Educación, República de Chile, ). e pedagogical
standards center on theoretical knowledge of teaching-
learning processes, including planning, teaching, and
reecting on classes, and curriculum-related aspects
such as evaluation and design of materials.
In Colombia, similar attempts to establish a profes-
sional development framework for pre-service English
language teachers started in with the Colombian
Framework for English (COFE) project, a joint initiative
between the Colombian government and the British
Council. e project provided a group of universities
with curricular reforms and standards for language pro-
ciency, preparation in methodology through observation,
co-teaching and internships, theoretical foundations for
teaching English as a foreign language (EFL), and evalu-
ative processes (Rubiano et al., ).
However, González et al. () concluded that
EFL schoolteachers’ needs for professional development
went beyond theoretical knowledge and language
proficiency. Paradoxically, teachers’ conception and
sources of professional development center on optional
training led by experts, training received in undergraduate
studies, professional conferences, and publishers’ sessions
(González, ), which are sources of professional and
procedural knowledge. Similarly, Cárdenas et al. ()
concluded from their review of professional development
in Colombia that teachers need more reective teaching
practices rather than training. e authors also urged
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Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context
professional development for EFL teachers to be guided
by post-method theories and meaningful practice.
Colombian researchers suggest a more critical pro-
fessional development is needed (Buendía & Macías,
; Cárdenas et al., ; Cote-Parra, ; Cuesta-
Medina et al., ; Insuasty & Zambrano-Castillo, ;
Olaya-Mesa, ; Rodríguez-Ferreira, ; Viáfara
& Largo, ). However, evaluations of in-service
language teachers’ practice do not reect this, nor allow
reective aspects of teacher practice to be identied. As
expected, literature on in-service teachers’ evaluation in
Colombia is scarce, with a few studies centered on public
school teachers’ theoretical knowledge and classroom
management (Figueroa et al., ; Lozano-Flórez, ;
Novozhenina & López-Pinzón, ).
In this study, we shall try to identify specic critical
and reective aspects of teaching practices that respond
to the previously highlighted needs in professional
development in Colombia, by taking an already suggested
critical teacher education model and applying it to
teacher’s evaluation from the classroom level outwards.
By doing so, we may understand what teachers are doing
and why, and how they and others perceive their practice.
Literature Review
In this section, we introduce the “Knowing, Ana-
lyzing, Recognizing, Doing, Seeing (KARDS)” model
(Kumaravadivelu, ) and its relevance to teacher
evaluation by comparing and contrasting its constituent
elements to other teacher evaluation models, focusing
on those currently in use in Chile and Colombia.
KARDS Modular Model
In this section, we describe each of the components
of Kumaravadivelu’s (, p. ) modular model of
language teacher education for a global society : KARDS.
Knowing
Knowing is the process whereby teachers are capable
of acting upon r and reecting upon their actions based
on the combination of professional, procedural, and
personal knowledge. Professional knowledge is discipline-
related, and it encompasses knowledge about language
learning and teaching. Procedural knowledge represents
the teachers’ ability to manage classes eciently. Lastly,
personal knowledge is the teachers’ ability to transform
their identities and beliefs as a result of reection, experi-
ences, and observation of their context.
Furthermore, the TESOL’s standards for ESL/
EFL identify eight performance-based standards that
“represent the core of what professional teachers of
ESL and EFL for adult learners should know and be
able to do” (Kuhlman & Knežević, n.d., p. ). ese are
planning, instructing, assessing, language prociency,
learning, identity in context, content, commitment,
and professionalism. Likewise, TESOL standards for
K– teacher evaluations include content knowledge
(language and sociocultural knowledge), pedagogical
knowledge (instruction and assessment), learning
environments, and professional knowledge (Kuhlman
& Knežević, n.d.).
In Colombia, the Ministry of Education’s evalua-
tion of primary and secondary in-service teachers in
public schools focuses on professional, personal, and
procedural knowledge. This mandatory evaluation
process focuses on functional competencies (pedagogi-
cal knowledge, curriculum related duties, design, and
evaluation) as well as behavioral competences (values,
leadership, teamwork, social and institutional com-
mitment, interpersonal relationships; Ministerio de
Educación Nacional [MEN], n.d.). e moments where
the evaluations take place are entry to the system, trial
period, and yearly performance and promotion led by
the schools’ principals. Class videos, students’ evaluation
of teachers, and observations account for the teachers’
competences, and their compliance with their duties and
the school’s policies. is evaluation aims at identifying
weaknesses and strengths that favor the development of
work and pedagogical competences that guarantee the
permanence of the ideal teacher (MEN, n.d.).
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Analyzing
Analyzing is the teacher’s skill to recognize and
determine learner’s needs, motivation, and autonomy.
Learner needs is what students want, need to achieve,
and have not been able to achieve. Learner motivation
is the students’ drive to learn a second/foreign language,
whether this comes from a desire or a need. Learner
autonomy is the students’ agency in their own learning
process.
One system that may uncover aspects of analyzing
is Chile’s system for the evaluation of professional
teaching performance (Sistema Nacional de Evaluación
del Desempeño Profesional Docente, SNED) for public
primary and high school teachers. SNED is aligned with
the national standards and consists of a portfolio, a third-
party recommendations report, a three-question interview
with a trained evaluator (peer) and a self-assessment
report (Ministerio de Educación, República de Chile,
n.d.). is latter instrument includes yes-no questions
about the students’ critical and reective thought, self-
assessment, curiosity, and autonomy, and whether and
how teachers’ practices foster them. However, yes-no
questions might elicit expected answers and not classroom
realities regarding autonomy and motivation.
Recognizing
Recognizing indicates the teacher’s standpoint
regarding the classroom. It is the ability to recognize
the teaching self (composed of identities, beliefs, and
values) and to renew it. Teacher identity is the persona
displayed in the classroom and to other people in the
teaching context. Teacher beliefs refer to conceptual
ideas and theories on teaching that tell the teacher
what a “good class environment” or a “good teaching
of grammar” are. Finally, recognizing includes teacher’s
values, which are related to the teachers’ moral agency
and the challenges posed by rule compliance and
caring for students. In our review, we have not found
an in-service teacher evaluation system that focuses
on this crucial dimension.
Doing
Doing refers to “classroom actions”; the teachers’
choices when approaching a classroom situation. It
is a critical response process to the constant changes,
multiplicities, and possibilities to create meaning.
Doing encompasses theorizing, dialogue, and teaching.
Theorizing indicates the teachers’ sensitivity to
introducing appropriate changes to issues arising in the
classroom. It is the antithesis of one-ts-all solutions to
classroom issues. Dialogue is the ongoing and analytical
processing and discussion of practice with oneself and
with others that leads to personal and professional
growth. Teaching refers to the ability to magnify and
multiply the opportunities for students to learn, and
to foster growth beyond textbooks and knowledge of
a second/foreign language.
Chile’s SNED interview with a peer is meant to
evaluate teachers’ ability to reect on their practice, using
scenario-like questions grounded on procedural and
professional aspects of the teaching-learning context (e.g.,
what do you do when one of your students is not interested
in your class?). However, the questions’ orientation
toward the whats and not the whys may be favoring an
orientation of teaching to outcomes (Garcia-Chamorro
& Rosado-Mendinueta, ; Pinar & Irwin, ).
Seeing
Seeing is “perceptual knowledge,” the application
of knowledge to connect agents to action and vice versa
(i.e., the lived experiences). Seeing encompasses the
teacher’s, the learner’s, and the observer’s perspectives.
Teachers’ perspective is their evaluation of what happens
in the classroom from a multifaceted position of control.
e learner’s perspective provides information about
the learning experience from an active position in the
learning process. Finally, the observer’s perspective
provides a critical outlook on teachers’ practices and
how these impact the students’ learning.
Boraie () noted that teacher eectiveness could be
determined through observations, students’ evaluations,
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Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context
self-report systems, and evidence of learning. Hence, the
multiplicity of factors included in successful teaching and
the need for multiple instruments with various evaluation
scales and perspectives should be recognized.
us, as checklists become longer, and expectations
broader, teacher evaluation systems, such as the MEN’s,
tend to scare teachers into passivity and accommodating
behaviors of compliance, rather than challenging them
to continuously work on their personal and profes-
sional development. Although a set of evaluative factors
is important to include inside larger-scale evaluation
systems that center on student learning, it is likely that
such systems become top-down reections only of the
macro-level’s mostly punitive visions and missions.
Similarly, self-motivated and less punitive systems such
as the British Council’s CPD might fail to identify critical
aspects of teachers’ practice since they lack the students’
and others’ perspectives, which are considered essential in
successful teacher evaluations (Boraie, ). Instruments
like Chile’s SNED interviews, with simulated situations of
teacher’s practice, may be eliciting rehearsed command
of procedural knowledge and failing to represent tokens
of critical teaching practices.
erefore, we believe that by adapting the KARDS
language teaching framework and by creating an evalu-
ation tool using the key ideas in these three perspectives
(teacher, observer, and student), we could identify more
specic areas for teacher professional development in
Colombia. us, our research question is: How can the
KARDS model be used as a teacher evaluation tool for
reective and critical practice?
Method
is interpretative case study examined the practices
of in-service EFL teachers through observation, reection,
and student evaluation. Case studies allow researchers
to expand and generalize theoretical propositions (Yin,
); our case study was directed at exploring, from
dierent perspectives, the pertinence of the KARDS
model as a teacher evaluation tool.
Research Context and Participants
e participants in the study were EFL teachers and
their students at a private university in Colombia. An
email that introduced the project and its commitment
level was sent to all the English language faculty (N =
) encouraging participation in the study, to which
nine teachers agreed. ese teachers’ academic and
professional experience ranges from one to over
years, with various master’s degrees including English
language teaching, TESOL, applied linguistics, and
other areas of humanities (see Table ). In total, the nine
participating teachers imparted lessons to students.
These students were also contacted (by email) and
informed about the nature of the study.
Table 1. Participating Teachers’ Academic and
Professional Experience (N = 9)
Highest academic
degree
Country where
the degree was
obtained
n
MA Applied Linguistics USA
MA TESOL USA
MA TEFL Puerto Rico
MA ELT Colombia (enrolled)
MA ELT Colombia
LIS USA
MA Applied
Linguistics/TESOL USA
MA Communication Canada
Years of teaching
–
–
–
+
Note. TESOL = Teaching English to speakers of other languages,
TEFL = Teaching English as a foreign language, ELT = English
language teaching, LIS = Library science.
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Niebles-Thevening, Bailey, & Rosado
Data Collection Instruments
e instruments used for data collection and analy-
sis were the following:
Teachers’ Survey. e survey contained closed and
open-ended questions (see Appendix A) regarding their
academic and professional experiences. e open-ended
questions included what the teachers considered their
greatest strengths, areas for improvement, their theory
of practice or approach to language teaching, and their
self-perceptions within the classroom.
Teacher Reective Journal. Participants worked
freely on the journal procedure and reported either
every other Friday for eight weeks or every third Friday
for weeks. For convenience’s sake, each participant
shared a Google Drive folder with researchers. e
questions aimed at eliciting information on the teachers’
day-to-day practice that reected each of the modules
of the KARDS model. Knowing and doing were placed
together to encourage full answers (see Appendix B).
Students’ Questionnaire. is questionnaire aimed
at capturing the students’ perception of the learning
process and how the teacher fostered it. It included eight
statements related to learning and teaching processes
in their English class, along with a scale with ve levels
of frequency (see Appendix C) and an open-ended
question on the students’ perception of their classroom
learning experience.
Observations. Classroom observations lasted one
or two hours. e teachers were observed at least twice
during the eight weeks. We encouraged the teachers to
plan classes as usual. e goal was to identify specic
features in the teachers’ practices and determine whether
they reected or not traits of the KARDS model in the
classroom.
KARDS Rubric. e data collected were analyzed
through content analysis using the a priori categories
provided by the KARDS model. e three perspectives
(teacher, learner, and observer) were the methods of
collection and triangulation of the data indicated by S
(Seeing; see Appendix D). To help us meet the study’s
objectives, we created a checklist that incorporated
the components in each KARDS’s module, based on
the three principles of the post-method pedagogy: (a)
practicality, which refers to the practice of teacher-
generated theory; (b) particularity, or the understanding
of the political and sociocultural particularities of the
learning context; and (c) possibility, associated with
critical pedagogy that contributes to raising sociopoliti-
cal awareness among participants (Kumaravadivelu,
). Criteria were established to quantify the degree
to which each trait or behavior of the component was
met. A high degree of reliability was found among the
raters’ measurements. e average measure interrater
correlation coecient was . with a condence
interval from . to . (F (,) = ., p < .).
Procedure
First, teachers completed the survey and kept
their reective journal. e observations were made
concurrently during the semester, depending on the
teacher and the observers’ availability. Each teacher
originally sent specific dates and class times to the
observers, and the observers agreed upon who and when
they were going to observe. Observations of teachers
were categorized quantitatively and additional notes
detailed further key aspects of the teachers’ practices
and aspects of the KARDS’ model that checking the
boxes would not have provided.
Findings and Discussion
is section shows and discusses the results of the
data analysis from the three perspectives: teachers,
observers, and learners. We shall highlight patterns of
elements of KARDS found in each one of the perspectives.
Teachers’ Perspective
Teachers’ Survey
Knowing and Doing. Teachers articulated explicitly
their representation of teaching and learning. T, T,
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Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context
T, T, and T reported eclectic, combined practices
in which the communicative approach was the most
prominent. ey also adopted a humanistic approach
prioritizing students’ feelings toward the class and
towards them as teachers. According to T, her socio-
linguistic perspective helps her understand her students.
T and T mentioned that they struggle with managing
their “teacher speaking” time, classroom setup, structure,
and discipline, issues already identied by Novozhenina
and López-Pinzón ().
T mentioned that his concern for the students
encourages him to “continuously seek ways to improve
my classes and teaching practice, whether this means
picking up a new book about teaching pedagogy or
opening up dialogues, in person or online, with colleagues
and fellow TESOL professionals about our teaching.”
Recognizing. All teachers described themselves as
dedicated, passionate, friendly, and approachable. T,
T, T, and T expressed their advocacy for students’
autonomy, as facilitators, and not as the center of the
knowledge experience. T, T, and T mentioned a
disconnection with students, needing more patience
to lower the students’ anxiety and not to rush them.
T said she provides students with opportunities
for language learning and personal growth, and for
the co-construction of a positive and safe classroom
environment as a means to encourage eective language
learning. T, T, T, and T gave a similar answer.
Analyzing. Overall, teachers stated that their prac-
tice was focused on student motivation, autonomy, and
needs. Good rapport, exibility, adaptability, patience,
and perseverance are the strengths that contribute to the
attainment of the student-related aspects. Some teachers
reported weaknesses such as prioritization of syllabus
fulllment, which undermined students’ autonomy and
needs. As for rapport, there were diculties establish-
ing personal connections with students, in the case of
e participating teachers are identied with the letter “T”
followed by a number.
T, due to cultural factors (Chirkov, ), managing
teacher speaking time, and discipline (Novozhenina &
López-Pinzón, ).
Teacher Reective Journals
Knowing and Doing. Regarding professional
knowledge, the intellectual content of the discipline
was clear for the teachers mentioned various approaches
to classroom teaching of skills and transfer of knowl-
edge. T and T alluded to the inductive approach and
scaolding, but most teachers demonstrated method-
ological and goal-oriented approaches. Concerning
procedural knowledge, most teachers seemed task-
oriented in the management of their classrooms, with
few shis in action. T, T, and T reported adapting,
changing pace, or using dierent methods of student
interaction depending on the context’s particularities.
Regarding personal knowledge, we detected mostly
goal-based discussion which seemed to reect a more
procedural and practical attitude to teaching. Teachers
wrote reections rooted upon beliefs about what had
worked and what had not, resourcefully connecting to
their intellectual and procedural knowledge (Farrell &
Ives, ; Goh et al., ).
Activities seemed to have gone well, at least from my
perspective and from students’ claims. I think they learned
because they said they had, and I gave them some Kahoot
quizzes, which showed learning. Again, I cannot state
they learned it in class because they could also have
studied the material at home or outside the class. (T)
Some teachers are responding to needs and shiing
responsibility, but most of them are not reaching a
dialogic approach in their classroom, an aspect which
has been widely identied in the literature (Buendía &
Macías, ; Cárdenas et al., ; Cote-Parra, ;
Cuesta-Medina et al., ; González et al., ;
Insuasty & Zambrano-Castillo, ; Olaya-Mesa,
; Rodríguez-Ferreira, ; Viáfara & Largo,
). Teachers do, however, oer innovative ways to
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Niebles-Thevening, Bailey, & Rosado
learn English through the social, political, and cultural
contexts as shown before by Kumaravadivelu () and
Fajardo-Castañeda (). Teachers chose statements
such as adapting to t learning style, using phones and
game playing as resources, which seems to indicate the
existence of contemporary identities to help construct
ludic spaces for generating an encouraging learning
environment. Others contextualize and personalize
content to connect it to the students’ lives.
ey wrote their paragraphs and we checked one of
them by highlighting the parts together. Yet this is not
the way I like to have my classes; I must point out that
at least they seemed to understand the topic and solve
a task based on what they were supposed to learn. (T)
As for maximizing learning, most teachers men-
tioned providing opportunities, feedback, and safe
spaces for motivation and aectionate communication.
Teacher inquiry, however, was not mentioned oen
in the discussion. Only T referred to using research
or even consulting friends to help students attain or
“grasp” the concepts being discussed in class, which
Putnam and Borko () have concluded to be forms
of critical, reective teaching practices.
Analyzing. Analyzing learners’ needs, motivation,
and autonomy appears to be a challenging competence
for these teachers. e skills and knowledge required
for doing so eectively intersect with the demanding
nature of the context. We found that the teachers’
abilities to analyze are mainly imbued with procedural
skills and knowledge (Goh et al., ). Accordingly,
the teachers mentioned that learners needed guidance,
support, and directedness to focus on tasks. They
also mentioned the need for encouragement towards
autonomy, to relate learning contents to their lives and
to enhance their language accuracy.
en the next time I taught the class I got a particularly
unresponsive group, which made me realize that I needed
to make sure I had various forms of scaolding in place
to ensure all students were successful, which is ultimately
what I want to see: Every student experiencing success
at the level they are ready for. (T)
An associated idea identified was the teachers’
tendency to focus on learners’ needs by observing and
acting, but they never mentioned including the learners
themselves, by asking them to identify their needs, or
by engaging students in metacognitive practice.
I have never asked the students if they felt that listening
in this way helped them later [in their] exams so maybe
that is a mistake that I can remedy going forward and
making sure that I do this. is is a positive aspect of
this kind of reection because it forces me to think about
why and what I am doing instead of moving along in
my own comfort zone. (T)
e analysis of learner motivation is presented mainly
as an all or nothing construct. e verbs the teachers chose
to describe their class activities suggest this underlying
belief: I asked, helped, pushed, made them participate
(Farrell & Ives, ; Goh et al., ). Students were
either motivated and demonstrated it by being involved
in activities and showing enjoyment or not. However,
teachers’ relation to learners’ motivation and needs seems
to be perceived as “caused by the teacher.” Only T and
T analyzed motivation in a more interactive manner
as a condition resulting from the student’s investment in
the class. In this regard, there is a retrospective view of
motivation, not a prospective, dynamic one.
Recognizing. Concerning teachers’ ability to
embrace and adapt their identity, beliefs, and values,
some teachers are more aware of their teaching self, and
are willing to let the realities of their classes reshape
it (Fajardo-Castañeda, ; Williams & Power, ).
Some of the diculties were engaging all the students one
on one to make sure each had a bit of individual feedback.
It took a long time to do this but, in the end, it helped
make a successful hands-on lesson because the students
had a stronger understanding of what was expected of
them, and how to put together a good paragraph. (T)
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Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context
Others struggle with adapting to the realities of
the classroom and seem to have strict expectations
of time management, interaction with students, ways
of providing feedback, and on students’ behavior and
participation in class (Farrell & Ives, ).
Some of the diculties during the activities are time
management on my part and on the student’s part. How
much time do they really need for an assignment? Should
I be stricter and really push them to finish within a
reasonable allotted time, or because I give them more
time if necessary they are just goong o or working
slowly? (T)
As for beliefs, T, T, and T strongly consider that
the students and the system (explicitly or implicitly
stated administrative and academic norms) are to blame
for underachievement. ey attributed their students’
low English levels to a decient level placement, lack of
interest in the class and in studying, and even laziness, as
T mentioned; however, there is little reection on why
these situations occur and on how to x them. We can
assume, from the teachers’ statements, that there is almost
conformity towards the students’ lack of performance,
level placement, and the pass/fail system (as found also
by Quintero-Polo & Guerrero-Nieto, ).
Regarding values, T expressed not wanting to
expose students to class embarrassment, which indi-
cates sensitivity towards students’ feelings. Another
example is T’s commitment to engage all the students
in class, regardless of their language level, which, for
other teachers, is an unavoidable consequence of their
placement and pass/fail system.
Students’ Perspective
Student Evaluation of Teachers
Knowing and Doing. From students’ answers,
we identied and categorized the following aspects
in these modules: positively changed perception of
students towards language learning, teachers’ interest
in students’ learning, opportunities for students to
learn from mistakes, and pleasant class environment.
Overall, students see appropriate methodologies and
teaching strategies and relate those to their learning
of the language. All the teachers provide them with
motivation, opportunities to learn, support with error
correction, and interesting topics for their future
professional life. However, noticeably, T was not as
highly praised as the rest of the teachers, which might
be explained by, in his own words, “a disconnection”
with his students. T considers that being a foreigner
and being used to teaching older adults are the reasons
for this disconnection. However, this recognition also
comes with a reection for improvement, in which
he says: “so this disconnection I have experienced is
something I am working on.”
One student said the class positively changed their
perceptions on the benets of learning English. Five
students praised their teachers’ (T, T, T, T) interest
in their learning and their eorts to facilitate it and
create a good class environment.
Analyzing. Salient aspects found in students’
answers were teachers’ skills to fulll students’ needs
for improving accuracy, motivation, and participation
in class through fun activities and games, and including
relevant, enriching topics in class. ree students referred
to T as “the best,” because the class contributes to the
students’ active learning and constant participation.
They also valued their teachers’ skill to teach and
correct grammar through fun activities. Two students
highlighted T for teaching context appropriate topics
and promoting their skills and a well-rounded education.
However, students also expressed needs for T’s classes
to be more dynamic. Similarly, one student asked T
more balance between home and in-class activities, and
another student suggested that T pay more attention
to the students who are not doing well.
Recognizing. From students’ answers, two teachers’
identities were prominent: teachers as a source of fun
and teachers as warm human beings who connect
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Niebles-Thevening, Bailey, & Rosado
emotionally with them. Most of the students highlighted
their teachers’ ability to create fun and what they called
dynamic classes. T’s students, on the other hand,
highlighted the need for these. Similarly, except for T,
the students mentioned how there is aection, respect,
and kindness in T, T, T, T, and T’s classes. As
expected, this closeness, as students stated, inspires,
motivates, and helps them to better understand topics
and perform through their learning process (Gruber
et al., ).
Observers’ Perspective
Observation of Teachers
Knowing and Doing. Consistently with teachers’
and students’ perspectives, we saw devotion to the
students, evident in the teachers’ attempts to provide
constant guidance. T, T, T, T, and T evidenced
a personal approach in their interactions and a strong
investment in creating a friendly and engaging environ-
ment for their students. T and T used humor, and
provided interactive, ludic opportunities for fun and
play through game-like activities, which reect their
belief in the positive impact of an emotional connection
on learning (Farrell & Ives, ). As for maximizing
learning opportunities, although we saw time and space
as input for the class, there were few cases of delving into
or taking critical stances on cultural or political topics,
when the opportunity arose (Fajardo-Castañeda, ).
Analyzing. Overall, there was a marked focus on
the textbook and lack of encouragement for autonomy
and maximizing learning opportunities. is contradicts
what T and T stated in their journals. Additionally,
T, T, T, and T did not show responsiveness to the
context and to students who deviated from the expected
language level of the class, which they consider an
irreparable aw of the system they do not attempt to
change (Farrell & Ives, ; Quintero-Polo & Guerrero-
Nieto, ). is was coherent with a students’ answer
in the teacher evaluation.
Recognizing. This aspect was not observable
because class observations were non-participatory,
and thus, there was no interaction between the observer
and the teachers.
Conclusions
We shall discuss the conclusions from the dierent
teacher evaluation instruments developed around
KARDS for each one of the three perspectives (teachers,
students, observers) to propose an answer to our research
question and, nally, draw some implications thereof.
The Teachers’ Perspective
By using survey questions and reective journals
with guiding questions based on the tenets of the KARDS
model, and by performing content analysis under the
same framework, we could observe that the teachers
have strong procedural and professional knowledge and
clear perspectives on who they are in their humanistic,
aective dimension. ey guide their practice on the
belief that emotional connection with students promotes
eective learning (Farrell & Ives, ; Gruber et al.,
), which could be more fruitful if used to listen and
tend to the students’ learning needs. Additionally, the
model allowed us to unveil teachers’ beliefs on motiva-
tion and autonomy. For teachers, it seems, motivation
is rooted in providing students with fun activities in
class that also elicit correct answers. Similarly, teachers
refer to autonomy as the class moments that students
have to complete a task without surveillance. Likewise,
teachers’ understanding of their own autonomy is limited
to decision-making based on procedural and profes-
sional knowledge conditioned by compliance with the
syllabus, as opposed to the essence of autonomy for
post-method teachers, who “act autonomously within
the academic and administrative constraints imposed
by institutions, curricula, and textbooks” (Kumaravadi-
velu, , p. ). We also observed that some teachers
did not encourage the students’ autonomy or critical
stances when opportunities arose. We suggest that
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Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context
such orientation towards procedure limits the students’
agency. Using KARDS, we discovered the inadequacy
of the way motivation, autonomy, and learner needs
are analyzed and understood in a society that calls for
change (Kumaravadivelu, ).
The Students’ Perspective
Students’ responses framed on the KARDS model
allowed us to understand their perception of their
teachers’ practice and its impact on their learning
process. Additionally, we found convergence points
between teachers’ and students’ perceptions. For instance,
both students and teachers see motivation narrowly
constructed as an externality, usually provided by games
and good rapport with the teacher. Consequently,
students’ standards for good teaching practices involve
games and entertainment. is can divert professional
development from meaningful teaching practices, and
it could also become an unfair evaluation of teachers
whose approach does not involve games, more so if the
evaluation consists of a checklist, such as the MEN’s (n.d.)
questionnaire for students to evaluate their teachers.
The Observers’ Perspective
Observing teachers through the core features of
KARDS, and focusing on their practice beyond the
“whats,” we found not only that the teachers have strong
professional knowledge instantiated in goal-oriented
actions and reections, but also that their analyzing
converges towards students’ needs and motivations
from a procedural orientation. Analyzing, for these
teachers, follows linear views of teaching and learning
or learning caused by teaching. However, some teachers
lack responsiveness to the context or to students who are
below their expectations. Needs seemed derived from
the predetermined syllabus in response to macro factors;
paradoxically, at the micro level (i.e., the classroom),
our analysis did not unveil any indication of teachers
responding to the students’ particular needs and
motivations. is could be problematic, as failing to
do so could aect the learners’ motivation (Benesch
as cited in Kumaravadivelu, ). rough KARDS,
we could see the teachers’ lack of dialogic approach
toward their classroom and little inquiry orientation
towards decision making, reected also on their lack
of participation in communities of practice.
Implications
is study sought to explore the KARDS model as
an evaluation tool from a classroom external perspective
(teachers, students, and observer) that would help iden-
tify the specic teachers’ professional development needs
for a more critical and reective teaching, something that
has already been highlighted in the Colombian context
by several studies (Buendía & Macías, ; Cárdenas
et al., ; Cote-Parra, ; Cuesta-Medina et al.,
; Insuasty & Zambrano-Castillo, ; Olaya-Mesa,
; Rodríguez-Ferreira, ; Viáfara & Largo, ).
Although the small number of participating teachers and
the students’ lack of elaboration on the answers about
their teachers were evident limitations, the application
of the KARDS model as an evaluative tool for in-service
teachers seems promising. Its comprehensive and non-
prescriptive nature allowed us to identify a mismatch
between the understanding students and teachers have
of autonomy and motivation and the meaning these
concepts should have in a society that calls for change
(Kumaravadivelu, ). ese are results and analyses
that other teacher evaluations tools fail to elicit due
to their prescriptive nature and their main focus on
procedural and professional knowledge.
Two main sets of interrelated implications resulted
from this study: those associated with the application
of the KARDS model as an evaluative tool, and those
related to teacher education and professional develop-
ment needs that stem from its application. As for the
application of this model as a teacher’s evaluation tool,
its comprehensive nature poses challenges to its applica-
tion and to stakeholders. First, its operationalization
would require professional development to promote
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Niebles-Thevening, Bailey, & Rosado
the necessary conditions and abilities “for teachers to
know, to analyze, to recognize, to do, and to see learning,
teaching, and teacher development” (Kumaravadivelu,
, p. ). us, not only will teachers theorize from
their practice and practice what they theorize, but
they will also become adequate observers that could
facilitate a sustainable, reliable application of KARDS
as a teacher’s evaluation tool.
Additionally, teacher education and professional
development should reshape the understanding of
motivation and of teacher and learner autonomy to
abandon the perpetuated limited and procedural con-
cepts that focus on the teacher as the main source of
both motivation and autonomy. Finally, teacher edu-
cation and professional development should promote
critical, creative, contextual, reective learning spaces
that can reshape the relationship between theory and
practice by nding an “alternative to method rather than
an alternative method” and “principled pragmatism”
(Kumaravadivelu, , pp. –).
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About the Authors
Indira Niebles-evening has a master’s degree in Applied Linguistics from the University of Queensland,
Australia. Her teaching experience includes dierent ages and levels of education. She is a professor at
Universidad del Norte. Her research interests include English for specic purposes, teacher’s professional
development, and curriculum design.
Angela Bailey holds an EdD from the University of Phoenix and an MA in TESOL. Her teaching
experience includes several universities and adult education. She is an assistant professor at Universidad
del Norte. Her research interests are teacher education, professional development, language learning and
technology, and curriculum and instruction development.
Nayibe Rosado is an assistant professor at Universidad del Norte. She holds an EdD from Universidad
del Atlántico. She is part of the research group “Lenguaje y Educación.” Her research interests include
teacher and student learning, complexity, technology in language teaching, and curriculum development.
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Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context
Appendix A: Teacher Survey
Please take a few minutes to provide the following information prior to beginning the reective narrative
process.
. Gender
. Highest degree obtained. Place
. Years as a language teacher
. Institutions you have worked for. Time at each
. What would you say are your greatest strengths as a language teacher?
. What would you say are your areas for improvement?
. Describe your personal theory of practice or approach to language teaching
. Describe how you are as a language teacher inside the classroom
Appendix B: Reective Journals
Deadline: Every other Friday for eight weeks or every third Friday for weeks.
Knowing and doing: What were some of the activities you did during the week? How did you do them?
Why?
Analyzing: What did you notice about your students’ interest, needs, and autonomy during these activities?
How did you notice? What did you do about it? Why?
Recognizing: What were some of the diculties during the activities? How did you react to them? Why?
Seeing: How did the activities go during the week? Did the students learn? How do you know? Were there
any special changes you did to make the experience better? What were they?
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Niebles-Thevening, Bailey, & Rosado
Appendix C: Student Questionnaire
is questionnaire aims to understand your perspective as a student about the learning and teaching
process in your current English classes at Instituto de Idiomas; answering it will not take longer than
ve minutes. Your answers will be used in a study, and your identity will remain condential. ank
you in advance for your time.
Always Frequently Sometimes Hardly ever Never
My teacher:
Understands the learning context and
respects it.
Knows and uses a broad set of activities
and methods in class.
Encourages discussion through activities
that are appropriate for our context.
Listens to our needs and adjusts classes
correspondingly.
Seeks to help us learn as individuals and
as a group.
I:
Feel motivated in my English classes.
Feel motivated to study and work
on my own even without the teacher
telling me so.
Briey write how you feel in relation to the learning-teaching in your current English class at Instituto de Idiomas.
You can write as much as you want in the back of this paper.
Note. is survey was translated into Spanish for students’ convenience.
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Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context
Appendix D: KARDS Rubric
Scale:
= e teacher obviously demonstrates the traits or behaviors incorporated into the category.
= ere were remarkable demonstrations of the traits or behaviors incorporated into the category.
= At times there were demonstrations of the traits of behaviors incorporated into the category.
= e traits or behaviors incorporated into the category were rarely noticed.
= None of the traits or behaviors were noticed in the category.
Seeing
Post-methods
Making connections between
what happens and “Knowing”
with clarity
• Particularity
Situational understanding: the holistic
interpretation of situations and
identifying how to improve them
Observer perspective
• Practicality eory and practice/producer and
consumer
• Possibility Classroom reality is socially constructed
and historically determined
Knowing Process and product
• Professional Intellectual content of discipline
• Procedural e teacher manages classroom teaching
and learning
• Personal e endeavor of teaching: e teacher has
a sense of what does and does not work
Analyzing e shi in cognitive psychology, post-
modern thoughts, and critical pedagogy
• Learner’s needs
• Learner’s
motivation
• Learner’s
autonomy
Recognizing Teacher from teaching
• Identities Construction
• Beliefs Disposition
• Valu e s Intrinsic perspective …moral judgment
Doing
• eorizing
e teacher oers learners innovative
ways to approach social, political, and
cultural identities
• Teaching Maximizing learning opportunities
• Dialogue Professional development