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.

scholarly journals An Eclectic Professional Development Proposal for English Language Teachers

2016 ◽  
Vol 18 (1) ◽  
pp. 71-96 ◽  
Author(s):  
Orlando Chaves ◽  
Maria Eugenia Guapacha
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
English Language ◽  
Development Program ◽  
Language Teachers ◽  
Mixed Method Research ◽  
Documentary Analysis ◽  
Professional Needs ◽  
Eclectic Approach ◽  
English Language Teachers

<span>This article reports a mixed-method research project aimed at improving the practices of public sector English teachers in Cali (Colombia) through a professional development program. At the diagnostic stage surveys, documentary analysis, and a focus group yielded the teachers’ profile and professional needs. The action phase measured the program’s impact via surveys, evaluation formats, a focus group, researchers’ journal, and documentary analysis. Findings revealed that an eclectic approach tailored to the participants’ needs and interests and a practice-reflection-theory cycle improved the teachers’ quality.</span><p> </p>

Enhancing Student Learning Through Scaffolded Client Projects

2017 ◽  
Vol 80 (1) ◽  
pp. 29-51
Author(s):  
Elizabeth Tomlinson
Keyword(s):  
Student Learning ◽  
Survey Data ◽  
Research Design ◽  
Mixed Method ◽  
Business Communication ◽  
Current Status ◽  
Workplace Communication ◽  
Mixed Method Research ◽  
Community Partners ◽  
Course Objectives

This article reports on the current status of client projects (CPs) in business communication courses, provides a scaffolded model for implementing CP, and assesses student learning in CPs. Using a longitudinal mixed method research design, survey data and qualitative materials from six semesters are presented. The instructor survey indicated need for a model for CPs, assistance identifying community partners, and advice on tailoring CPs to course objectives, all of which are provided here. Results from assessing the model’s application indicate that students expressed higher levels of confidence as communicators and felt better prepared to engage in workplace communication.

scholarly journals THE ENGLISH LANGUAGE PROFICIENCY AS A GLOBAL EMPLOYMENT SKILL: THE VIEWPOINT OF PAKISTANI ACADEMIA

2021 ◽  
Vol 9 (3) ◽  
pp. 1071-1077
Author(s):  
Furrakh Abbas ◽  
Abdul Majid Khan Rana ◽  
Irfan Bashir ◽  
Azhar Munir Bhatti
Keyword(s):  
Empirical Evidence ◽  
Language Proficiency ◽  
Mixed Method ◽  
English Language ◽  
English Language Proficiency ◽  
English Language Teaching ◽  
Mixed Method Research ◽  
Occupational Groups ◽  
Employment Skills ◽  
The Status

Purpose of the Study: The current research aims at exploring the need of effective English skill as a global employment skill and its various reasons, as there are various Pakistani institutes which are dedicated to The English language teaching and reinforce its relationship with employability. The importance of the study being conducted in Pakistan becomes more evident as English enjoys the status of the second language in the country. Methodology: Current study uses a mixed-method research design and employs both questionnaires and interviews as research instruments. The questionnaire was administrated on a sample of 392 university students while a sample of 13 informants from university faculty participated in an interview for data collection. Main Findings: The study concludes that the importance of English was associated with increased connectivity due to globalization. The study also concludes that the importance of English for finding jobs and making a career was well-established. To conclude, it can be said that English language proficiency is amongst the top global employment skills in the viewpoint of Pakistani academia. Application of this Study: The study implicates that the importance of English for employment across the globe and a successful career will further lead to the formulation of English Specific courses for different professional and occupational groups in Pakistan. The originality of the Study: There is a scarcity of empirical evidence in terms of the importance of English as an employment skill though English is considered very important as an elite language and a status symbol. The study proposes to fill in the gap by providing empirical evidence, therefore, the research is being conducted to assess the status of English and its importance for global employment skills.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

Research trends in the study of gamification

2019 ◽  
Vol 36 (5) ◽  
pp. 373-380
Author(s):  
Raed S. Alsawaier
Keyword(s):  
Research Design ◽  
Mixed Method ◽  
Quantitative Data ◽  
Empirical Studies ◽  
Research Problem ◽  
Data Sources ◽  
Mixed Method Research ◽  
Content Type ◽  
Holistic Understanding ◽  
Mixed Method Design

Purpose The purpose of this paper is to examine the research design of several publications on the study of gamification and proposes a mixed-method research design for creating a holistic understanding of the gamification phenomenon. It presents an argument in support of combining both qualitative and quantitative data sources through mixed-method design as being equally important in illuminating all aspects of the research problem. Design/methodology/approach The paper covers a number of methodological themes relevant to the study of gamification: research design trends in the study of gamification; the importance of mixed-method design in the study of gamification; methodological challenges; conclusion and recommendations. Findings Majority of the studies on gamification before 2015 are either quantitative or described as mixed method but overly focused on quantitative data sources. However, there is a tendency between 2015 and 2017 to adopt mixed-method design. Research limitations/implications The study does not examine all research done on the topic of gamification but relies on 56 empirical studies reviewed by Hamari, Koivisto, Sarsa (2014) and Seaborn and Fels (2015) between 2009 and 2015. Originality/value The author believes it to be one of the few studies of its kind on proposing a methodological design for the study of gamification as a pedagogical tool.

Increasing Academic Rigor Through Comprehensive, Ongoing Professional Development in Rural Special Education: A Description of the SPLASH Program

2017 ◽  
Vol 36 (4) ◽  
pp. 191-202 ◽  
Author(s):  
Ginevra R. Courtade ◽  
Stacy D. Shipman ◽  
Rachel Williams
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
English Language ◽  
Development Program ◽  
Severe Disabilities ◽  
Academic Rigor ◽  
Future Directions ◽  
Evidence Based Practices ◽  
University Personnel ◽  
Ongoing Support

SPLASH is a 3-year professional development program designed to work with classroom teachers of students with moderate and severe disabilities. The program targets new teachers and employs methods aimed at supporting rural classrooms. The training content focuses on evidence-based practices in English language arts, mathematics, and science, as well as support for overall classroom practices that allow for academic rigor. Each teacher is paired with a coach for the duration of the 3-year participation and, in addition, receives observation support from university personnel with bug-in-the-ear intervention and ongoing support through virtual professional learning communities. Coaches also receive training and ongoing support throughout the program. This article describes the design, application, and outcomes of the SPLASH program. Implications and considerations for future directions are discussed.

scholarly journals DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES DE INGLÊS DAS ESCOLAS PÚBLICAS: UM ESTUDO AVALIATIVO DO PDPI SOB A PERSPECTIVA DE SEUS EGRESSOS

2020 ◽  
Vol 17 (1) ◽  
pp. 318-335
Author(s):  
Lorena Lins Damasceno ◽  
Mariana Gomes Fontes Bethônico
Keyword(s):  
Professional Development ◽  
United States ◽  
Public Schools ◽  
English Language ◽  
Development Program ◽  
The United States ◽  
Language Teachers ◽  
Cultural Experience ◽  
The Usa ◽  
English Language Teachers

In this article, we analyze the Professional Development Program for English Language Teachers in the United States (PDPI), from the perspective of its graduates. The PDPI is a program developed by Capes in partnership with the United States Embassy and the Fulbright Commission, for the provision of intensive courses at American universities for English language teachers in Brazilian public schools. To identify the results and the possible repercussions of the program on the performance and the professional development of the participating teachers, a questionnaire was sent to the graduates of the courses taken in the USA, one year after their return to Brazil.The questionnaires were applied from Google Forms and the data tabulated and analyzed using the Microsoft Excel tool, with the construction of dynamic tables. Teachers' responses to the questionnaire were analyzedconsidering the objectives listed in the program selection notice. For this, an indicator was created for each of the five objectives: valuing teachers, mastering skills, sharing methodologies, cultural experience in loco, and established partnerships. The results showed that the objectives of the program were partially achieved with regard to the valorization of teachers, the ability to contextualize the cultural experience in the USA in language teaching, the establishment of partnerships, and the sharing and socialization of knowledge after the return to Brazil. On the other hand, the program has shown to have contributed significantly to the increase in the mastery of language skills and to the improvement of teaching and assessment practices in the classroom, according to the participating teachers.

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