scholarly journals English Language Instructors’ Beliefs on Professional Development Models and Preferences to Improve Their Teaching Skills

2013 ◽  
Vol 70 ◽  
pp. 666-674
Author(s):  
Gözde Yurtsever
Keyword(s):  
Professional Development ◽  
English Language ◽  
Teaching Skills ◽  
Development Models ◽  
Language Instructors ◽  
Professional Development Models

Promoting Continuous Professional Development of English Teachers Through Action Research

2022 ◽  
pp. 105678792110622
Author(s):  
Cemile Dogan ◽  
Yasemin Kirkgoz
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Research Design ◽  
Mixed Method ◽  
English Language ◽  
Reflective Thinking ◽  
Development Program ◽  
Mixed Method Research ◽  
Research Cycle ◽  
Language Instructors

The current study adopts a mixed-method research design to foster English Language instructors’ attitude toward professional development, self-efficacy beliefs, and reflective thinking. Vygotsky's sociocultural theory constituted the base and the professional development program was designed accordingly. The participants of the study were nine English Language instructors working at three different universities. Throughout the 16-week program, it was aimed to equip the participants with action research skills to conduct their own study in their own context according to their needs and/or interests. All the participants completed the Plan, Act, Observe, and Reflect stages of the Action Research Cycle.

Study on Model and Strategy of Promoting the Professional Development of Teachers under the Network Environment

2014 ◽  
Vol 644-650 ◽  
pp. 5602-5605
Author(s):  
Le Hui Huang ◽  
Bin Gui
Keyword(s):  
Professional Development ◽  
Network Environment ◽  
Development Models ◽  
Professional Development Of Teachers ◽  
Professional Development Models ◽  
Teachers Professional Development

Education information puts forward new requests to teachers’ professional ability, at the same time, the network environment also provides rich tools, resources and services for teachers’ professional development. The paper summarizes the connotation of teachers’ professional development, models of teachers’ professional development, and strategies of promoting teachers’ professional development.

Action Research and Teacher Portfolio as Two Strong Teacher-Led Professional Development Designs

2020 ◽  
pp. 51-72
Author(s):  
Selda Aras
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Critical Role ◽  
Assessment Procedure ◽  
Effective Teacher ◽  
Development Models ◽  
Professional Needs ◽  
Teacher Portfolio ◽  
Professional Development Models

This chapter aims to describe two effective teacher-led professional development designs: action research and teacher portfolio. Research has shown that many professional development models and practices are ineffective while meeting teachers' professional needs and highlight the critical role of teachers during their professional development activities. Action research and teacher portfolio offers teachers the opportunity to conduct needs assessment, revisit and reflect on their practices, and evaluate their performances. This reflective, authentic, and evidence-based assessment procedure enables teachers search for resources that perfectly meets their professional needs. This chapter examines features of action research and teacher portfolio implementations as two meaningful teacher-led professional development models and offer rich descriptions of these models to inform practitioners and stakeholders.

Sign in / Sign up

Export Citation Format

Share Document