scholarly journals English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities

2021 ◽  
Vol 1 (1) ◽  
pp. 25-35
Author(s):  
Trinh Quoc ◽  
Le Thanh
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Pedagogical Knowledge ◽  
Teacher Competence ◽  
Willingness To Participate ◽  
Structured Interviews ◽  
Efl Teachers

<p style="text-align: justify;">This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers’ expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD.</p>

scholarly journals INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS

2020 ◽  
Vol 3 (3) ◽  
pp. 367
Author(s):  
Yogi Saputra Mahmud
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Beginning Teachers ◽  
Professional Education ◽  
Teaching Experience ◽  
Early Career ◽  
Structured Interviews ◽  
Teaching Resources ◽  
Efl Teachers ◽  
Teacher Professional

Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management).  Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.

scholarly journals Experience of Professional Development Strategies: Context of Nepalese EFL Teachers

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Kumari Damayanti Joshi ◽  
Laxman Gnawali ◽  
Mary Dixon
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
Foreign Language ◽  
Learning Strategies ◽  
Teaching Experience ◽  
Limited Resources ◽  
Positive Experience ◽  
Self Monitoring ◽  
Academic Qualification ◽  
Efl Teachers

Professional Development (PD) for teachers in developing countries isan emerging emphasis despite limited resources. Evidence regarding theteachers’ experiences of PD activities in developing countries, includingNepal, are not well known. This study aimed to identify and discuss PDstrategies employed by Nepalese English as a foreign language (EFL)teachers and experiences. The study employed a qualitative researchdesign for data collection among 45 EFL teachers recruited from 15 highschools and colleges across the districts of Kathmandu and Lalitpur. Dataon teachers’ age, gender, academic qualification, teaching experience (interms of number of years), and teacher training, their experiences aboutPD and the perceived benefits of the different learning strategies of PDwere collected using a questionnaire. The findings are presented in termsof the four main groups of PD strategies - self-directed, professionrelated,peer-supported and study-(research-) focused. We report that theNepalese EFL teachers have positive experience towards different PDstrategies. The EFL teachers have been benefited mostly from selfdirected(own teaching experience and self -monitoring), professionrelated (workshops, seminars and conferences), and peer-supported(learning from colleagues) PD strategies. The study recommends thatthere is a need for on-going PD activities for EFL teachers in Nepal.

scholarly journals The Power of Continuing Professional Development on EFL Teachers’ Creativity

2021 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Fatemeh Mohammadifar ◽  
Mona Tabatabaee-Yazdi
Keyword(s):  
Professional Development ◽  
Significant Relationship ◽  
English Language ◽  
Structural Model ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Leading Role ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Efl Teachers

Creativity has played a leading role in education that not only attracts many learners but also teachers. According to Ismail, Desa, and Balakrishnan (2018) creativity is one of the main skills that is extremely noticeable in teaching. Moreover, because of the alteration of generation and expansion of knowledge and technology, the instruction requires creative teachers that can use up-to-date and modern techniques. Within this framework, the researcher tried to investigate any significant relationship between Iranian EFL teachers’ Continuing Professional Development (CPD) and their creativity. To comply with the objective, a total of 210 Iranian EFL teachers took part in this study. For gathering the data two questionnaires were administered through Google Form that shared via social media like Telegram and WhatsApp. The results of correlation analyses revealed that there was a positive significant relationship between Iranian EFL teachers’ CPD and their creativity. Accordingly, this study proposed a structural model to examine CPD factors contributing to EFL teachers’ creativity. Due to the outcome of SEM, collaborating is the best predictor of Iranian EFL teachers’ creativity. Moreover, this study provides evidence that there is no significant difference in the level of Iranian EFL teachers’ creativity between male and female teachers and years of teaching experience. Together these results provide important insights into the significant role of CPD on the teachers’ creativity. These findings provide a potential mechanism for teachers, supervisors, and administrators of English language institutes or schools to elevate teachers’ creativity knowledge, and education by applying beneficial practices and activities of CPD.

scholarly journals Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labbafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

scholarly journals The Influence of Educational Programme on Teachers’ Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context

2016 ◽  
Vol 9 (6) ◽  
pp. 76
Author(s):  
Emre Debreli ◽  
Nazife Onuk
Keyword(s):  
Student Achievement ◽  
Foreign Language ◽  
Error Correction ◽  
Corrective Feedback ◽  
Educational Programme ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Language Context

<p class="apa">In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students’ preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers’ preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers’ practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explored EFL teacher’s preferences of error correction approaches in the speaking skill, and further focused on whether the teachers were able to employ the approaches they preferred in their classrooms. Data were collected from a group of 17 EFL teachers, through semi-structured interviews and classroom observations. The findings revealed that although the teachers had clear preferences for error correction approaches, they could not employ them in their classrooms owing to the educational programme constraints. Furthermore, it was observed that they often had to adopt approaches that they were not actually in favour of. Implications for programme and curriculum designers are further discussed.</p>

scholarly journals Teacher Learning Community and EFL Teacher Professional Development

2021 ◽  
pp. 54-58
Author(s):  
Hongmei Han ◽  
◽  
Jinghua Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
Academic Writing ◽  
Teaching Practice ◽  
Research Activities ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Impact ◽  
Teacher Learning Community

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.

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

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