Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context

This article reports on a qualitative case study that explored the use of Kumaravadivelu’s “Knowing, Analyzing, Recognizing, Doing, Seeing” model as teacher evaluation tool to identify critical and reflective aspects teachers’ practices for their professional development. The participants were nine English language teachers students at Colombian university. Teacher survey responses, journals, observations, students’ perceptions collected thematically categorized analyzed under model. Results suggest have strong procedural knowledge self-perceptions but struggle with recognizing unique opportunities approaches practice, indicating provides more efficient ways analyzing focusing specific contextual areas in