English teachers' continuing education: Teachers trace possible paths in their regions

This research study reports the possible continuing education paths that a group of English teachers trace in their regions. This is a multiple case study based on the principles of qualitative research carried out in Antioquia, Colombia. Document analysis, semi structured interviews and group interviews were the data collection methods. Results evidence the need to: Contextualize the professional development agendas, plan in-service education within the framework of a systematic process, offer graduate education in the distant regions apart from the cities, and finally, ensure that the institutions and the teacher educators in charge of in-service education offer high-quality programs. In conclusion, it is necessary to reconsider the traditional perspective of continuing education in order to establish a policy that promotes situated learning opportunities for English teachers in the country, in which teachers have the opportunity to lead their own learning process and to participate in the construction of the in-service education agendas.