Objective:

To propose a pedagogical strategy for improving the teaching professional performance of university English language teachers at Institución Universitaria Antonio José Camacho language center in Cali, Colombia.

Methodology:

Descriptive and observational study of a mixed nature, as it was operated with quantitative and qualitative data. Data collection instruments: performance's observation, coordinators and teachers surveys.

Results:

A low performance of teachers in the domain of pedagogical work, the use of activities that promote the development of reading comprehension levels and the performance of writing in English, and little mastery of the teaching and learning process components were demonstrated. The application of the pedagogical strategy achieved that teachers passed to qualitatively higher categories, where demonstrations of pedagogical competence were revealed, the relationships of the own teaching professional performance process were expressed, the essence of its changes and transformations.

Conclusions:

The application of the pedagogical strategy contributed to the transformation of English language teachers to be more proactive, independent and critical in their teaching, revealing pedagogical, didactic and linguistic preparation for evaluating objectives, using innovative methods, and implement activities that allowed production of academic texts as a result of critical reading; but above all, responsible, solidarity with teamwork, and motivated to face the teaching and learning process in English language.

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