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Experts' View on In-Service Mexican English Teachers' Knowledge Base Framework

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Title: Experts' View on In-Service Mexican English Teachers' Knowledge Base Framework
Language: English
Authors: Fernando Peralta-Castro (ORCID 0000-0001-5274-5838), Isaías Bracamontes Ceballos (ORCID 0000-0003-0461-1709)
Source: MEXTESOL Journal. 2025 49(3).
Availability: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Language Teachers, Knowledge Base for Teaching, Opinions, Teaching Skills, Teacher Effectiveness, Teacher Competencies, Teaching Models
Geographic Terms: Mexico
ISSN: 2395-9908
Abstract: Mexican public and private schools employ many English teachers. So, creating a knowledge base framework for English language teachers seems feasible for stimulating discussion of existing studies and the growth of the industry in Mexico. A quantitative study was conducted to explore, describe, and better understand the different fields of knowledge which integrate the framework. Data were gathered through an online questionnaire with 15 closed-ended items in the form of a Likert scale. The online questionnaire asked about ELT practitioner training methods and personal details, instructional practices, effective educator training trends and essential professional skills. Eight Mexican and seven non-Mexican experts, academics, researchers, book authors, and professors were consulted for their knowledge, expertise, skills, experience, or research studies. Their opinions concerning the most and the least important fields of knowledge and the most outstanding skills were measured through frequency and average, utilizing Pearson's correlation coefficient and Friedman and Wilcoxon tests. The findings indicate that the five most significant categories of knowledge that contribute to the teacher learning knowledge base of in-service language instructors are: 1. academic research, 2. teacher training, 3. didactics, 4. educational technology, and 5. educational intervention projects. This paper could be a key resource on Mexico in-service English language teacher knowledge and skills. The framework could also guide language teacher education program development.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484922
Database: ERIC
FullText Text:
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  Data: Experts' View on In-Service Mexican English Teachers' Knowledge Base Framework
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Fernando+Peralta-Castro%22">Fernando Peralta-Castro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5274-5838">0000-0001-5274-5838</externalLink>)<br /><searchLink fieldCode="AR" term="%22Isaías+Bracamontes+Ceballos%22">Isaías Bracamontes Ceballos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0461-1709">0000-0003-0461-1709</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22MEXTESOL+Journal%22"><i>MEXTESOL Journal</i></searchLink>. 2025 49(3).
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  Data: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 15
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Opinions%22">Opinions</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Models%22">Teaching Models</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink>
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  Data: 2395-9908
– Name: Abstract
  Label: Abstract
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  Data: Mexican public and private schools employ many English teachers. So, creating a knowledge base framework for English language teachers seems feasible for stimulating discussion of existing studies and the growth of the industry in Mexico. A quantitative study was conducted to explore, describe, and better understand the different fields of knowledge which integrate the framework. Data were gathered through an online questionnaire with 15 closed-ended items in the form of a Likert scale. The online questionnaire asked about ELT practitioner training methods and personal details, instructional practices, effective educator training trends and essential professional skills. Eight Mexican and seven non-Mexican experts, academics, researchers, book authors, and professors were consulted for their knowledge, expertise, skills, experience, or research studies. Their opinions concerning the most and the least important fields of knowledge and the most outstanding skills were measured through frequency and average, utilizing Pearson's correlation coefficient and Friedman and Wilcoxon tests. The findings indicate that the five most significant categories of knowledge that contribute to the teacher learning knowledge base of in-service language instructors are: 1. academic research, 2. teacher training, 3. didactics, 4. educational technology, and 5. educational intervention projects. This paper could be a key resource on Mexico in-service English language teacher knowledge and skills. The framework could also guide language teacher education program development.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1484922
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1484922
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Knowledge Base for Teaching
        Type: general
      – SubjectFull: Opinions
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Teaching Models
        Type: general
      – SubjectFull: Mexico
        Type: general
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      – TitleFull: Experts' View on In-Service Mexican English Teachers' Knowledge Base Framework
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            NameFull: Fernando Peralta-Castro
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            NameFull: Isaías Bracamontes Ceballos
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              Type: published
              Y: 2025
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