<?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>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[profile]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902018000100103</article-id>
<article-id pub-id-type="doi">10.15446/profile.v20n1.63323</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Colombian English Teachers&#8217; Professional Development: The Case of Master Programs]]></article-title>
<article-title xml:lang="es"><![CDATA[El desarrollo profesional de profesores colombianos de inglés: programas de maestría]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viáfara]]></surname>
<given-names><![CDATA[John Jairo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Largo]]></surname>
<given-names><![CDATA[José David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ Tunja]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ Tunja]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>103</fpage>
<lpage>119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902018000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902018000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902018000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants&#8217; pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants&#8217; overarching categories of development. Challenges to respondents&#8217; integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los programas de maestría en Colombia han aumentado rápidamente convirtiéndose en opciones preferidas para el desarrollo profesional de profesores de inglés. Empleando encuestas, se caracterizaron cinco programas de maestría, ochenta participantes y la influencia de sus estudios de maestría en su enseñanza. Mientras la pedagogía y la investigación fueron aparentemente los aspectos que más se beneficiaron de sus estudios, sus prácticas en política lingüística y administración fueron las menos favorecidas. Los hallazgos sugieren que la innovación, reflexión y colaboración permearon en general el desarrollo profesional de los participantes. Los retos que enfrentaron los participantes al integrar la educación posgraduada con su enseñanza incluyeron ideologías y agendas opuestas de los varios actores educativos en las escuelas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Colombian English teacher education]]></kwd>
<kwd lng="en"><![CDATA[English as a foreign language master programs]]></kwd>
<kwd lng="en"><![CDATA[English teachers&#8217; graduate education]]></kwd>
<kwd lng="en"><![CDATA[English teachers&#8217; professional development]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional de profesores de inglés]]></kwd>
<kwd lng="es"><![CDATA[educación de profesores de inglés colombianos]]></kwd>
<kwd lng="es"><![CDATA[educación posgraduada de profesores de inglés]]></kwd>
<kwd lng="es"><![CDATA[maestría en enseñanza de inglés]]></kwd>
</kwd-group>
</article-meta>
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