Abstract
The primary objective of this article is to propose an interdisciplinary and holistic approach to transforming the nature and scope of language-subject teacher education in Colombia, in the era of post-method language teaching, communities of practice, multi-literacies and a multimodal approach. Through a document review, a theoretical approach to teacher training in general is established, before delving into the specifics of educating teachers in their mother tongue and a foreign language. The need to reshape teacher training in languages from the standpoint of professional development for empowerment is proposed, and conceptual frameworks such as post-method teaching, communities of practice, multi-literacies and a multimodal approach are presented as possible applications to transform and innovate language teacher training in Colombia.
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