[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78486-en":3,"doc-seo-78486-105":31,"detail-sidebar-cat-0-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},78486,5909877438554,"Maeve","https://ap-avatar.wpscdn.com/avatar/5600025385ad2bf12a7?_k=1778553567797529272",8,"Research & Report","Developing Foreign Language Teacher Standards in Uruguay","The article documents how foreign language (FL) teacher standards were developed in Uruguay and clarifies the role of standards in teacher development. It explains what it means to be a teacher and distinguishes standards from related terms, emphasizing how standards can support or hinder growth. The proposal compares course-based preparation programs with standards-based programs whose performance expectations cross course boundaries, then outlines the collaborative Uruguay process grounded in TESOL p-12 ESL Teacher Preparation Standards.","Developing Foreign Language Teacher Standards in Uruguay 1  \nNatalie A. Kuhlman2*  \nSan Diego State University  \nAbstract  \nThis article documents the development of foreign language (FL) teacher standards in Uruguay. It begins by discussing what it means to be a teacher, what standards are and are not, and how they can be helpful or misused in teacher development. In the proposal, a distinction is made between teacher preparation programs that are course-based and those that are standards-based, where standards cross particular course boundaries. Finally, the collaborative process used to develop the standards for the situation in Uruguay is described, which was based, fundamentally, on the TESOL p-12 ESL Teacher Preparation Standards.  \nKeywords: TESOL p-12 ESL Teacher Standards, standards-based programs, performance indicators, teacher training, Uruguay  \nResumen  \nEl presente artículo documenta el desarrollo de estándares para la educaciónde docentes en Uruguay. Comienza con una discusión de lo que significa ser docente, y explicita qué son los estándares (y qué no son) y cómo éstos puedenapoyar o impedir el desarrollo docente. Dentro de la propuesta, se discute larelevancia de modelos curriculares que enfatizan la organización de contenidosa través de cursos separados y aquellos en los que se priorizan estándares dedesempeño que cruzan las fronteras de varios cursos particulares. Finalmente, se describe el proceso colaborativo que implicó el desarrollo de los estándares para la realidad uruguaya y que se basó, fundamentalmente, en los Estándares para la Preparación de Docentes p-12 de TESOL.  \nPalabras claves: Estándares de Docentes deInglés como Segundo Idioma TESOL pre-escolar a 12°, programas con base en estándares, indicadores dedesempeño, formación de maestros, Uruguay  \n10􀀷  \n1 An earlier version of this paper was presented at the 2nd Modern Foreign Languages Forum in Montevideo, Uruguay on October 10, 2009. Received: January 19th, 2010 / Accepted: July 15th, 2010  \n2 Dr. Kuhlman works in the United States. Correspondence concerning this article should be [addressed to Natalie A. Kuhlman. E-mail: nkuhlman@mail.sdsu.edu](addressed to Natalie A. Kuhlman. E-mail: nkuhlman@mail.sdsu.edu)  \n Vol. IV, No. 1 (Nov. 2010)  \nstandards in uruGuay  \n10􀀸  \nFor more than 20 years, standards have replaced competencies and sometimes even objectives as the measurable goal of learning in the elementary and secondary schools in many parts of the world, especially in the United States (US; Darling-Hammond, 1993; Cavanaugh, 2009) . These standards have taken many forms. In some cases, they are prescriptive and are presented in terms of what students or teachers will learn; in others, they have merely been guidelines. Due to these differences, standards have also been very controversial, particularly when they are aligned with tests that are supposed to show what students know and can do (Wang, Beckett, & Brown, 2006) .  \nAt the same time, standards have served to bring consistency both to how students are taught, and to how teachers who teach them are prepared. Most countries have criteria for becoming a teacher. These vary greatly, however, from just completing a specialized high school curriculum, to five years of university study. While in many countries, these criteria are set at the national level, within the US, each state has its own criteria for becoming a teacher. Most states use standards to determine what teachers should know and be able to do, while a few may use other criteria such as core principles.  \nHowever, to become a recognized teacher preparation institution in the US, a college or university must go through a rigorous process of self-evaluation, which is reviewed either by the National Council for the Accreditation of Teacher Education (NCATE), or the Teacher Education Accreditation Council (TEAC). Both agencies are recognized by the national government, but only the NCATE requires the use of standards. Within theN","cbCairY3q4WN2lTq","https://ap.wps.com/l/cbCairY3q4WN2lTq","pdf",3069466,5,1,20,"English","en",105,"# Abstract\n## Meaning of teacher and role of standards\n## Standards-based vs course-based teacher preparation\n## Collaborative development process in Uruguay","[{\"question\":\"What purpose do teacher standards serve in Uruguay’s foreign language context?\",\"answer\":\"The article explains that standards can guide teacher development by defining measurable learning goals, but they can also be misused and create controversy when linked to tests.\"},{\"question\":\"How does the article distinguish standards-based programs from course-based programs?\",\"answer\":\"Standards-based programs emphasize performance indicators that cut across multiple courses, while course-based programs organize preparation primarily through separate content courses.\"},{\"question\":\"What framework influenced the development of Uruguay’s foreign language teacher standards?\",\"answer\":\"The collaborative standards-development process in Uruguay was fundamentally based on the TESOL p-12 ESL Teacher Preparation Standards.\"}]","Developing Foreign Language Teacher Standards in Uruguay | 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