<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412019000100049</article-id>
<article-id pub-id-type="doi">10.14483/22487085.13307</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Beyond the endorsement of reflection in language teaching and learning]]></article-title>
<article-title xml:lang="es"><![CDATA[Traspasando las fronteras de la reflexión en la enseñanza y el aprendizaje de los idiomas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuesta Medina]]></surname>
<given-names><![CDATA[Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarez Ayure]]></surname>
<given-names><![CDATA[Claudia Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cadena Aguilar]]></surname>
<given-names><![CDATA[Albedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Bonilla]]></surname>
<given-names><![CDATA[María Sonia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maldonado Chacón]]></surname>
<given-names><![CDATA[Pedro Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales Pulido]]></surname>
<given-names><![CDATA[Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidad de la Sabana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de la Sabana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de la Sabana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de la Sabana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad de la Sabana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidad de la Sabana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>49</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412019000100049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412019000100049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412019000100049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper reports on the first phase of an exploratory qualitative study carried out with in-service language teachers pursuing a graduate degree in Colombia. It aims at analyzing their practices, needs, and challenges, examined under two perspectives-the teacher as a learner and the teacher as a teacher. The study made use of interviews, focus groups, and questionnaires as the primary sources of data. Data analysis included a grounded theory approach and the use of coding, triangulation, and validation procedures. Results unveiled the difficulties that current in-service teachers have in different domains (cognitive, metacognitive, and linguistic), and also inform how the teaching challenges within their specific contexts influence their beliefs, practices, learning and teaching outcomes, and their professional growth. The study presents both theoretical and applied considerations to tackle the needs and challenges reported, aiming at offering a systematic analysis and approach for the endorsement of reflection, and thus, setting milestones for the enhancement of effective professional development for language teachers in educational communities such as in Colombia as well as overseas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este manuscrito da cuenta de la primera fase de un estudio cualitativo exploratorio realizado con profesores de idiomas en ejercicio que cursan estudios de postgrado en Colombia. Su objetivo es analizar sus prácticas, necesidades y desafíos, examinados desde dos perspectivas: el profesor como estudiante y el profesor como docente. El estudio hizo uso de entrevistas, grupos focales y cuestionarios como fuentes primarias de datos. El análisis de los datos se hizo con base en la teoría fundamentada y el uso de procedimientos de codificación, triangulación y validación. Los resultados revelaron las dificultades que los actuales profesores en ejercicio tienen en los diferentes dominios (cognitivo, metacognitivo y lingüístico), y también informan sobre cómo los retos de la enseñanza en sus contextos específicos influyen en sus creencias, prácticas, resultados de aprendizaje y enseñanza, y su crecimiento profesional. El estudio presenta consideraciones teóricas y prácticas para abordar las necesidades y desafíos reportados, con el objetivo de ofrecer un análisis y enfoque sistemático para el desarrollo de la reflexión, para así establecer ejes fundamentales en el mejoramiento del desarrollo profesional de los profesores de idiomas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[language teaching]]></kwd>
<kwd lng="en"><![CDATA[language learning]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[reflection]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de idiomas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de idiomas]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[reflexión]]></kwd>
<kwd lng="es"><![CDATA[autorregulación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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