Esl/Efl Teacher Development Through Journal Writing

RELC Journal ◽  
1998 ◽  
Vol 29 (1) ◽  
pp. 92-109 ◽  
Author(s):  
Thomas S. C. Farrell
Keyword(s):  
Teacher Development ◽  
Journal Writing ◽  
Efl Teacher

scholarly journals Initiative For EFL Teacher Development in Romanian Schools

2017 ◽  
Vol 14 (1) ◽  
pp. 114-121
Author(s):  
Liana Pavelescu
Keyword(s):  
Teacher Development ◽  
Support Group ◽  
Critical Reflection ◽  
Journal Writing ◽  
Educational Institution ◽  
Video Recording ◽  
Peer Observation ◽  
Efl Teacher ◽  
Efl Teachers

Abstract The aim of the present teacher development initiative is twofold: to help EFL teachers develop critical reflection skills through various means such as video recording, journal writing, peer observation and a support group and to create what Hargreaves (cited in Johnston 2009) calls a “culture of collaboration”. It is believed that teachers, students and the educational institution as a whole would benefit from such an initiative.

Reflective Teaching Methods at Schools for English Teachers’ Professional Development (International Turkish Private Schools)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Ekaterine PIPIA ◽  
Tamar SHARASHENIDZE-SOYUCOK
Keyword(s):  
Teacher Development ◽  
Teaching Methods ◽  
Teaching Practices ◽  
English Language ◽  
Mixed Model ◽  
Journal Writing ◽  
Reflective Teaching ◽  
Collaborative Group ◽  
Peer Observation ◽  
Muslim Countries

The aim of the study was to find out the most applicable reflective teaching methods for English language teachers in Georgia and Muslim countries.  The study tends to identify the general English language teaching tendencies and stresses the teaching discrepancies for Muslim countries. These peculiarities are analyzed to provide a clear-cut picture of reflective teaching practices, possible changes and desirable improvements, which would be different for Georgia and Muslim countries (Egypt, Turkey and Yemen). The data obtained from one survey showed that school administration supports teacher development, including via reflective teaching. Another survey, conducted in Egypt, Turkey and Yemen regarding the cultural and gender issues in designing reflective teaching practices, showed that the majority of teachers prefer to be involved in collaborative group work, rather than being observed by a peer due to Muslim cultural traditions concerning gender relations. Both genders avoid peer work, because there is a possibility to stay alone with the opposite gender for the discussions and this might cause some inconveniences. The interview conducted in Georgia showed that teachers do not like cooperative reflective activities. As Georgian teachers of English better liked journal writing and peer observation, the experiment conducted in Georgia dealt with them. It revealed the fact that the mixed model of reflective teaching (peer observation accompanied by journal writing) is more productive for Georgia more than just peer observation.

scholarly journals A case study on the impacts of advising on EFL teacher development

2020 ◽  
Vol 3 (2) ◽  
pp. 75
Author(s):  
Metin Esen
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Teacher Development ◽  
Positive Impact ◽  
Teaching Skills ◽  
Teacher Skills ◽  
Efl Teacher ◽  
Learning Institutions ◽  
Learning Issues

Advising in language learning is one of the new ways of creating aware, reflective, and autonomous learners in the area of Second Language Acquisition (SLA). Some language learning institutions help their learners with their learning issues through advising in Self-access Centres practices by advisors and teacher-advisors. This case study aimed at exploring the presence of advising in teacher development frameworks assessing various teacher skills and behaviours. The research also asked 12 teacher-advisors form Ankara Yıldırım Beyazıt University, School of Foreign Languages if they believed advising had an impact on their professional development. Both quantitative and qualitative data were collected from the participants through a 38-item questionnaire and a 10-question written interview. The analysis of the results suggested that teacher development frameworks directly or indirectly assessed some teacher behaviours that can also be attributed to a teacher, and teachers seemed to believe that the practice of advising had positive impact on their teaching skills.

Visualizing EFL teacher identity (re)construction in materials design and implementation

2018 ◽  
Vol 9 (2-3) ◽  
pp. 249-271 ◽  
Author(s):  
Ana Carolina de Laurentiis Brandão
Keyword(s):  
Professional Identity ◽  
Teacher Knowledge ◽  
Teacher Development ◽  
Teacher Identity ◽  
English Teacher ◽  
Visual Narratives ◽  
Design And Implementation ◽  
Efl Teacher ◽  
Visual Approach ◽  
State Schools

AbstractThis study visually explores the process of identity (re)construction experienced by a pre-service EFL teacher as she designed and implemented English activities at Brazilian state schools. The theoretical framework draws from language teacher development, and narrative concepts on professional identity, teacher knowledge and context. Visual narratives, contextualized by written and oral narratives, are analysed for their holistic-content, taking into account a critical visual approach and a narrative inquiry methodology. The pre-service EFL teacher, whose experience is the focus of this paper, developed a metaphor to describe her process of identity (re)construction: the invisible English teacher. Stories of designing and implementing her own materials, and being part of different teaching landscapes play an important role in her search for visibility as an English teacher.

EFL Teacher Development Facilitated by Lesson Study: A Chinese Perspective

2018 ◽  
Vol 53 (2) ◽  
pp. 542-552 ◽  
Author(s):  
Hong Zhang ◽  
Rui Yuan ◽  
Wei Liao
Keyword(s):  
Teacher Development ◽  
Lesson Study ◽  
Efl Teacher ◽  
Chinese Perspective

Chinese Student Teachers’ Reticence in Teacher Education Courses

ELT Journal ◽  
2020 ◽  
Vol 74 (3) ◽  
pp. 287-296
Author(s):  
Chunmei Yan ◽  
Chuanjun He
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Development ◽  
Teacher Educator ◽  
Chinese Student ◽  
Postgraduate Level ◽  
Efl Teacher ◽  
Group Interviews ◽  
Efl Teacher Education ◽  
Education Courses

Abstract There has been a plethora of research on the reticence of Chinese EFL students at undergraduate level both in China and beyond; however, little attention has been paid to this phenomenon in content-based EFL teacher education courses at the postgraduate level. This study focused on a group of Chinese EFL MEd student teachers in a language teacher development course delivered by a Chinese teacher educator. Three triangulated qualitative methods were employed to gather data, including one-semester-long classroom observations, course evaluations, and group interviews. Reticence was found to have been caused by the interplay between dispositional and circumstantial factors related to both students and teachers. The study highlights a need for mutual adaptations to address reticence in content-based teacher education classes.

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