<?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>S1657-07902023000200065</article-id>
<article-id pub-id-type="doi">10.15446/profile.v25n2.95969</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Shaping Better Futures: Inside-Out Colombian English Language Teachers&#8217; Gaps and Practices]]></article-title>
<article-title xml:lang="es"><![CDATA[Trazando mejores futuros: una mirada de adentro hacia afuera de las necesidades y prácticas de los docentes de inglés en Colombia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[Ingrit Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ipia Salinas]]></surname>
<given-names><![CDATA[Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Cauca  ]]></institution>
<addr-line><![CDATA[Popayán ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Institución Universitaria Colegio Mayor del Cauca  ]]></institution>
<addr-line><![CDATA[Popayán ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>65</fpage>
<lpage>79</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902023000200065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902023000200065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902023000200065&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This exploratory qualitative study reports gaps in the preservice teacher education and professional development of 15 English language teachers in a Colombian public university regarding their teaching knowledge and practice. Grounded theory was used to examine the data collected via focus groups and questionnaires, which were validated and triangulated. Findings reveal several teacher deficiencies, classified into three axes: language proficiency, teaching awareness, and teacher challenges. These tensions unveil imbalances between theory and practice, inefficient mentoring during the practicum stage, lack of classroom management skills for efficient teaching, and the need to revitalize and endorse information and communications technology education and use in the new classroom era. The article also offers a discussion on reconceptualizing teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio cualitativo-exploratorio reporta los hallazgos sobre las brechas existentes en la formación docente y el desarrollo profesional de quince profesores de inglés en una universidad pública colombiana. Se usó la teoría fundamentada para analizar, triangular y validar los datos recolectados mediante un grupo focal y un cuestionario. Los resultados muestran marcadas deficiencias docentes, clasificadas en tres ejes: dominio del idioma, conciencia docente y desafíos docentes. Estas tensiones revelan desequilibrios entre teoría y práctica, ineficiente mentoría durante la práctica docente, la falta de habilidades de manejo del aula, y una necesidad de la revitalización y apropiación de las tecnologías de la información y las comunicaciones en el aula de clase contemporánea. Se ofrece además una discusión para reconceptualizar la formación docente.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[English language teaching]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[teacher awareness]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="es"><![CDATA[conciencia docente]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
</kwd-group>
</article-meta>
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