Mobile Social Network Sites (MSNSs) for Iranian EFL Teachers’ Professional Development

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

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Teacher Development: Strategies and Perception

Saptagandaki Journal ◽

10.3126/sj.v8i0.18464 ◽

2017 ◽

Vol 8 ◽

pp. 69-78

Author(s):

Padam Lal Bharati ◽

Subas Chalise

Keyword(s):

Professional Development ◽

Teacher Development ◽

English Language ◽

Development Strategies ◽

Language Teachers ◽

Efl Teachers ◽

English Language Teachers ◽

English Speaking ◽

Teachers Professional Development ◽

Clear Idea

Aspects of teachers’ professional development in general and EFL teachers in non-English speaking countries in particular are issues that warrant constant research. Although these are widely researched areas internationally, within Nepal grounded professional development studies have been sparsely carried out. A considerable section of practicing English language teachers has no clear idea of the issue although it directly concerns themselves. Against this backdrop, this article explores some EFL teachers’ perception on the concept of teacher development in a relatively sophisticated centrally located town of Nepal.The Saptagandaki Journal Vol.8 2017: 69-78

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The moderating effect of experience on the intention to adopt mobile social network sites for pedagogical purposes: An extension of the technology acceptance model

Education and Information Technologies ◽

10.1007/s10639-018-9726-2 ◽

2018 ◽

Vol 23 (6) ◽

pp. 2477-2498 ◽

Cited By ~ 9

Author(s):

Lam Wai Leong ◽

Othman Ibrahim ◽

Mohammad Dalvi-Esfahani ◽

Hamed Shahbazi ◽

Mehrbakhsh Nilashi

Keyword(s):

Social Network ◽

Technology Acceptance ◽

Technology Acceptance Model ◽

Social Network Sites ◽

Moderating Effect ◽

Mobile Social Network ◽

Intention To Adopt ◽

Acceptance Model

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Teachers’ Professional Development to Enhance ELT: Needs Analysis for Developing Teacher Training Program in an EFL Context

Journal of NELTA ◽

10.3126/nelta.v21i1-2.20200 ◽

2016 ◽

Vol 21 (1-2) ◽

pp. 40-53

Author(s):

Janak Singh Negi

Keyword(s):

Professional Development ◽

Teacher Training ◽

Training Program ◽

New Teacher ◽

Learning Context ◽

Teacher Training Program ◽

Efl Context ◽

Efl Teachers ◽

Teachers Professional Development ◽

Context Specific

Developing any new teacher training program for Teachers’ Professional Development (TPD) should start from where the teachers are and what they actually need, which is very essential to bring out innovation and improvement in the field of ELT. The present study represents teachers’ voices from Far Western and Mid-Western part of Nepal based on the survey data collected from EFL teachers. The researcher reached to the conclusion that teachers should be trained and given opportunities on how to put the existing knowledge in to practice according to the learning context, needs and available resources creating their own context specific methodology keeping oneself up to date with global practices including the integration of ICT in the field of ELT. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:40-53

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Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

Arab World English Journal ◽

10.24093/awej/call7.6 ◽

2021 ◽

Vol 7 (1) ◽

pp. 78-93

Author(s):

Khaled Dweikat ◽

Munther Zyoud

Keyword(s):

Professional Development ◽

Online Technologies ◽

Female Teachers ◽

The Social ◽

Efl Teachers ◽

Focus Group Meeting ◽

Teacher Training Programs ◽

Teachers Professional Development ◽

New Situation

The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers’ written reflections, content analysis of teachers’ posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers’ professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students’ access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.

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An investigation of EFL Teachers’ Professional Development in Algeria: Practices and Perspectives

International Journal of Linguistics Literature & Translation ◽

10.32996/ijllt.2020.3.11.9 ◽

2020 ◽

Vol 3 (11) ◽

pp. 94-101

Author(s):

Ziani Melouka ◽

Lahma Saadia

Keyword(s):

Professional Development ◽

English Language ◽

Secondary School Teachers ◽

Continuing Professional Development ◽

Training Programme ◽

English Language Teaching ◽

Efl Teachers ◽

Teacher Professional ◽

Teachers Professional Development ◽

Training Programmes

In English Language Teaching, the complexity of competencies and skills required for maximum achievement calls for a highly structured training programme which caters for a Continuing Professional Development(CPD) of EFL teachers. Hence, it has become more important than ever to involve teachers in the decision making and designing of their CPD programmes. The present paper, then investigates how effective is continuing teacher training to teacher professional development in Algeria. In an attempt to answer this question, an investigation was carried out on a sample of 56 secondary school teachers of English in RELIZANE, Algeria. Using observation and interviews, teachers and teacher trainers were examined on their different standpoints to CPD. The research findings revealed that the participants expressed the same need for a continuing professional development regardless their expertise. But, their perceptions regarding their role in their CPD reflected their dependence on the institutional training programmes. Indeed, it was found that teachers rarely reflected on their education or kept track of their development as teachers.

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Understanding Continuance Usage of Mobile Social Network Sites

Censorship, Surveillance, and Privacy ◽

10.4018/978-1-5225-7113-1.ch071 ◽

2019 ◽

pp. 1454-1469

Author(s):

Tao Zhou

Keyword(s):

Social Network ◽

Service Quality ◽

Service Providers ◽

Social Network Sites ◽

Flow Experience ◽

Privacy Concern ◽

System Quality ◽

Mobile Social Network ◽

Factors Affecting ◽

Continuance Usage

Retaining users and facilitating their continuance usage are crucial to the success of mobile social network sites. The purpose of this research is to identify the factors affecting continuance usage of mobile social network sites. The results indicated that both system quality and service quality affect trust, which in turn affects flow experience and privacy concern. In addition, privacy policy can help mitigate privacy concern. Trust, flow and privacy concern determine continuance usage. The results imply that service providers need to improve users' experience and mitigate their privacy concern in order to facilitate their continuance usage.

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The Theoretical Interpretation of EFL Teacher’s Professional Development from the Perspective of Sociocultural Theory

Theory and Practice in Language Studies ◽

10.17507/tpls.0711.14 ◽

2017 ◽

Vol 7 (11) ◽

pp. 10591064

Author(s):

Hui Shi

Keyword(s):

Professional Development ◽

Sociocultural Theory ◽

Language Teachers ◽

Theoretical Interpretation ◽

Proximal Development ◽

Foreign Language Teachers ◽

Sociocultural Model ◽

Efl Teachers ◽

Core Concepts ◽

Teachers Professional Development

The sociocultural theory offers a theoretical and methodological ways to explore the relationship between the macro-structure of sociocultural model and the micro-structure of individual context of EFL (English as a foreign language)teachers. It provides a unique perspective to investigate the dialogic processes on the construction of EFL teachers’ professional development. Thus, the article focuses on the four core concepts of sociocultural theory that mediation, internalization, the zone of proximal development and activity theory to interpretate the EFL teachers’ professional development.

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