EVALUACIÓN DE LAS NECESIDADES DE CAPACITACIÓN SISTEMÁTICA A LOS DOCENTES QUE FACILITAN EL IDIOMA INGLÉS A ESTUDIANTES INMIGRANTES

The professional development and performance of teaching staff is a continuous process that contains all the opportunities and experiences that are systematically planned with the aim of raising the quality of educational processes based on the diagnosis of problematic situations that teachers face in their day by day in the classroom. That is why this work was proposed through a bibliographic review and the application of a survey to demonstrate the importance of the systematic training of teachers who teach English to immigrant students. Updated research on the subject, in undergraduate and master's theses, and articles in scientific journals were reviewed in order to be able to contrast the conclusions of these works with the objectives of the survey carried out. To carry out the survey, a questionnaire was carried out on the 22 teachers who teach at two educational centers in New York City. These institutions welcome immigrant students from various regions of Latin America and who reside in this city. With the results obtained from this survey, it was concluded that it is important and that permanent training courses should be given that enhance the professional performance of the teachers of the institutions. These trainings must be carried out on the basis of updated content on the latest assessment instruments, as well as methodological strategies that allow the quality of the educational teaching process to be raised.Keywords: Professional training, teaching performance, English language, immigrant students.References[1]P. Rentaria, Formacion de docentes: un reto para las escuelas normales superiores y las Facultades de Educacion, Bogota: Magisterio, 2016, p. 86.[2]H. Gonzalez Silva, «Algunas consideraciones sobre la formacion permanente de los docentes,» Fundalectura, vol. 2, no 9, p. 11, 2011.[3]V. Alvarez Rojo, S. Romero, J. Gil Flores and J. Rodriguez Santero, «Necesidades de formacion del profesorado universitario para la adaptacion de su docencia al Espacio Europeo de Educacion Superior (EEES),» Revista Electronica de Investigacion y Evaluacion Educativa, vol. 17, no 1, pp. 1134-4032, 2011.[4]V. Alvarez, S. Romero, S. Gil and J. Rodriguez, «Necesidades de formacion del proesorado universitario para la adaptacion de su docencia al Espacio Europeo de Educacion Superior.,» Rev. Electronica de Investigacion y Evaluacion Educativa., vol. 17, no 1, pp. 1134-4032, 2011.[5]E. Mendez Morales, «El diagnostico de necesidades de capacitacion es un asunto local,» Revista de Ciencias Administrativas y Financieras de la Seguridad Social, vol. 12, no 1, pp. 46-100, 22 septiembre 2014.[6]D. A. Amores Narvaez, «Estrategias didacticas comunicativas en el desarrollo de la destreza de hablar el idioma ingles en los estudiantes de los octavos anos,» Universidad Tecnica de Ambato, Ambato- Ecuador, 2014.[7]C. Arteaga, «Uso de las TIC para el aprendizaje del ingles en la Universidad Autonoma de Aguascalientes.,» Rev. de Innovacion Educativa, vol. 3, no 2, pp. 3-12, 2011.[8]S. Usan, «Instrumento de hoy, instrumento de ayer, la ensenanza cultural en el aula de ingles.,» Universidad de la Rioja, Zaragoza-Espana, 2013.[9]M. Ricoy and S. Perez, «La ensenanza del ingles en la educacion basica de personas jovenes y adultas.,» Rev. Mexicana de Investigacion Cientifica, vol. 21, no 69, 2016.[10]B. Vega, «Uso de las TIC en el aula de lenguas extranjeras en Eduacion Primaria.,» Universidad de Cantambria, Cantambria, Espana, 2016.