An Overview of the Research Background of English Teachers’ Professional Development in the Context of English Language Teaching Reform and Teacher Education Reform in China

2016 ◽  
pp. 1-26
Author(s):  
Yuhong Jiang
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Reform ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Teacher Education Reform ◽  
Teaching Reform ◽  
Teachers Professional Development

scholarly journals Role of MOOCs in Pakistani English Teachers’ Professional Development

2018 ◽  
pp. 33-54
Author(s):  
Ayesha Perveen
Keyword(s):  
Professional Development ◽  
English Language ◽  
Online Courses ◽  
English Teachers ◽  
English Language Teaching ◽  
Massive Open Online Courses ◽  
Face To Face ◽  
University Teachers ◽  
Teachers Professional Development

The paper takes up one of the least researched areas in Pakistan i.e. the role of Massive Open Online Courses (MOOCs) for professional development in general and the capacity building of English teachers in particular. Although MOOCs are getting popular in Pakistan, the majority is still unaware of the concept especially those who teach in traditional face-to-face mode. As many second language University teachers have not attended any MOOCs, convenience sampling was used for data collection. Only 32 respondents completed the questionnaire. The reliability of the questionnaire on Cronbach alpha was 0.83. The results show that the number of Pakistani English teachers responding to the survey who attended MOOCs either partially or completely, was very low. Therefore, of course, the number of MOOCs attended by each was also very low. However, whoever attended and whichever MOOCs were attended, the teachers found them quite beneficial for their overall professional development, be it language improvement or teaching skill set development. The researcher recommends the use of MOOCs in classrooms which is only possible if more English Language Teaching MOOCs are available and teachers attend a variety of MOOCs. The researcher also highlights the need to develop Pakistani MOOCs with a national flavour.

scholarly journals English Language Teacher Professional Development During COVID-19 in Nepal

2021 ◽  
Vol 5 (1-2) ◽  
pp. 103-112
Author(s):  
Ganga Ram Gautam
Keyword(s):  
Professional Development ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
Online Resources ◽  
Teacher Professional ◽  
English Language Teachers ◽  
New Situation

COVID-19 pandemic has brought a big pedagogical shift in education across the board. In this context, teachers expected to be adaptable in the new situation in by familiarizing themselves to the emerging technology-driven pedagogy. This article explores how 102 English language teachers in Nepal prepared themselves to respond to COVID-19 by attending various professional development events organized between April and September 2020 by different professional forums and organizations. The results show that English teachers in Nepal attended three kinds of events that include training programs to learn technology, events to learn about the online resources for English language teaching and professional development events to enhance their professional skills. Participation in these events made English teachers digitally confident to run the classes online and increased awareness of the integration of online resources in English language teaching.

scholarly journals The peace tree in ELT: A problematizing exploration

2021 ◽  
Vol 14 (1) ◽  
pp. 44-57
Author(s):  
Yeraldine Aldana Gutiérrez
Keyword(s):  
Exploratory Study ◽  
Knowledge Construction ◽  
Critical Reflection ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Situated Knowledge ◽  
Structured Interviews ◽  
Alternative Reading

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

Sign in / Sign up

Export Citation Format

Share Document