scholarly journals College English Language Teaching Reform and Key Factors Determining EFL Teachers’ Professional Development

2020 ◽  
Vol 9 (4) ◽  
pp. 1393-1404
Author(s):  
Sun Zhiyong
Keyword(s):  
Professional Development ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Key Factors ◽  
College English ◽  
Teaching Reform ◽  
Efl Teachers ◽  
Teachers Professional Development

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

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.

scholarly journals Progress in English Language Teaching Through Continuous Professional Development—Teachers’ Self-Awareness, Perception, and Feedback

2021 ◽  
Vol 6 ◽  
Author(s):  
Balachandran Vadivel ◽  
Ehsan Namaziandost ◽  
Abdulbaset Saeedian
Keyword(s):  
Professional Development ◽  
English Language ◽  
Continuous Professional Development ◽  
English Language Teaching ◽  
Sample Population ◽  
Self Awareness ◽  
Global Standards ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teachers Professional Development

This research aimed to investigate the various aspects of EFL teachers’ professional development through Continuous Professional Development (CPD). Hence a study involving 83 EFL teachers from different socio-economic, multi-cultural, educational, and disciplinary backgrounds was conducted to ascertain their attitudes, perceptions, and feedback on CPD. The sample population was random, and the data collection was through a questionnaire. The results showed that teachers take charge of their CPD, but for better outcomes, they need professional development through shared experience, reflective teaching, and have a sense of community among them to stay at par with the global standards of the education system. Through this research, the concept of CPD and its significance in teaching English are made available. This study also proposes higher achievement in education through teacher professional development programs. Moreover, the analysis demonstrated that teachers are confident in what they do because of their positive belief in their own CPD. From the results, it was clear that every EFL teacher should take charge of their professional development to become better teachers and help students achieve their goals.

scholarly journals Exploring Professional Development from Brief Experiences: Case Studies of Secondary EFL Teachers in China

2016 ◽  
Vol 9 (12) ◽  
pp. 109
Author(s):  
Yuan Qingling ◽  
Yuan Qunhua ◽  
Wan Ying
Keyword(s):  
Professional Development ◽  
Social Context ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Common Knowledge ◽  
English Language Teaching ◽  
Professional Programs ◽  
Second Language Teacher Education ◽  
Efl Teachers

<p>The current situation of educational reforms since 1990s has brought up a booming demand of competent EFL teachers because of economic globalization and further opening-up policy in China. So it’s vital and significant to explore EFL teachers’ professional development in order to promote English language teaching. Based on the Constructivism Perspective in educational psychology and new trends in Second Language Teacher Education, this research focuses on six secondary EFL teachers’ critical incidents and narrates their brief experiences by deep interview and field notes. After categorized analysis through recurring themes, the discussions about four domains (i.e. learning experiences, knowledge &amp; beliefs, teaching practice and social context) are summarized below. These teachers have experienced pre-service &amp; in-service and formal &amp; informal learning that has different features. Secondly, they hold some common knowledge &amp; beliefs, which are always developing but fluctuate with realities. Next, their language teaching develops from initial to survival then to mastery and personalization, but each stage is distinctive in different situations. Social context facilitates or constrains their professional development, but their responses to it are various to seek personal and professional balance. In conclusion, it interprets five interactive factors in the process of teacher professional development: Normal education and professional programs play essential roles; Self-directed teaching &amp; school-based activities provide diverse paths; Perfection of language &amp; teaching serves as peculiar professional qualities; Love for students &amp; love for teaching functions as original driving force; Chinese social context works as potential external stimuli. Finally, it presents some feasible suggestions.</p>

Teacher Development: Strategies and Perception

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

scholarly journals Exploring the Nature of Continuing Professional Development (CPD) Programs in a Language Institute

2016 ◽  
Vol 4 (1) ◽  
pp. 133
Author(s):  
Hussain Ahmad ◽  
Sayyed Rashid Shah ◽  
Emad A. Alghamdi ◽  
Sayyed Rashid Shah
Keyword(s):  
Professional Development ◽  
English Language ◽  
Continuing Professional Development ◽  
Teaching Profession ◽  
English Language Teaching ◽  
Online Questionnaire ◽  
Professional Literature ◽  
Efl Teachers ◽  
Reading Professional ◽  
English Language Institute

<p>When it is an undeniable reality that learning is at the centre of teaching profession, we assume that the continuing professional development would be a priority for all teachers. EFL teachers like the teachers of other subjects update their skills and knowledge base in order to keep abreast of the new developments and challenges in the field of English language teaching. The present study seeks to explore how EFL teachers in an English language institute at a Saudi Arabian university perceive the effectiveness of Continuing Professional Development in their context as well as the ways in which different modes of CPD can promote and enhance the teachers' learning. This study was conducted at an English language institute of a Saudi university. The study adopted a quantitative approach using online questionnaire. The quantitative data was collected from 50 EFL teachers who were qualified and experienced in the field of TESOL. The findings from the study showed that the teachers viewed external CPD such as courses, seminars, workshops and conferences, and self-directed endeavors like informal discussions, reading professional literature, and self-reflection more beneficial to their development than the internal CPD like classroom observations and other in-house training sessions. This paper concludes that the institution should improve its internal professional development scheme by expanding the professional development unit's role, enhancing the quality of its mentoring program, and establishing communities of practice wherein teachers engage in highly professional practices.</p>

scholarly journals Scholastic Grammar in College English Teaching

2017 ◽  
Vol 7 (4) ◽  
pp. 191
Author(s):  
Yanghua Peng
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
College English ◽  
English Teaching ◽  
Vital Part ◽  
Long Time

The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

scholarly journals Locating Continuing Professional Development within a Proposed Complex Dynamic Systems Model for Today's English Language Teaching Profession

2018 ◽  
Vol 35 (2) ◽  
pp. 179-193
Author(s):  
Dianne Tyers ◽  
Judy Sillito
Keyword(s):  
Professional Development ◽  
Dynamic Systems ◽  
English Language ◽  
Language Teaching ◽  
Continuing Professional Development ◽  
English Language Teaching ◽  
Nous Pouvons ◽  
Complex Dynamic ◽  
Complex Dynamic Systems ◽  
Systems Model

For novice and expert English language teaching professionals alike, it is important to understand the dynamic complexity of the context in which we workto intentionally and strategically forge a relevant and personally meaningful, continuing professional development path. English language teaching has longoutgrown a “one-size-fi ts-all” continuing professional development model. Rather, the context in which we teach influences the knowledge and skills weneed to develop and maintain as we move through our careers. This, in turn, drives the strategic choices we make for our continuing professional development.However, what does context in English language teaching actually mean, and how do we unpack its elements to locate ourselves within it? Using a proposedmodel of nested complex dynamic systems, we can first locate ourselves within a broad socioeconomic, complex dynamic system created by the ongoing interaction of a society’s economy, politics, history, geography, technology, culture, language, and education. We can then locate ourselves within multiple complex dynamic systems in the professional, program, and classroom contexts that give shape to and, at times, constrain our agency. Finally, we can consider ourselves, English language teachers, as complex dynamic systems. Each of us is the unique creation of our interacting education and training, professional experience, and self. This complex dynamic systems model can be used to guide teachers, administrators, and funders to intentionally and strategically select, design, or support continuing professional development, leading to teachers’ building knowledge and practice for ongoing success in a rapidly evolving profession. Qu’il s’agisse de débutants ou de professeurs expérimentés, il est important que les professionnels de l’enseignement de l’anglais comprennent la complexité dynamique du contexte dans lequel nous travaillons afin de pouvoir ouvrir intentionnellement et stratégiquement la voie à un mode de perfectionnement professionnel continu qui soit à la fois pertinent et significatif sur le plan personnel. Il y a longtemps que l’enseignement de l’anglais ne tient plus dans un modèle unique de perfectionnement professionnel continu. Il faut plutôt reconnaître que le contexte dans lequel nous enseignons influe sur les connaissances et les compétences que nous devons développer et entretenir au fil de notre carrière, ce qui a pour effet d’orienter les choix stratégiques que nous effectuons pour notre perfectionnement professionnel continu. Mais que signifie réellement le contexte de l’enseignement de l’anglais, et comment en dégageons-nous les éléments afin de nous y inscrire personnellement? À l’aide d’un modèle suggéré de systèmes dynamiques complexes imbriqués, nous pouvons commencer par nous situer dans un vaste système socioéconomique complexe créé par l’interaction continue de l’économie, de la politique, de l’histoire, de la géographie, de la technologie, de la culture, de la langue, et de l’éducation. Nous pouvons ensuite nous situer à l’intérieur de multiples systèmes dynamiques complexes dans les contextes de la profession, du programme, et de la salle de classe qui donnent forme à notre agentivité et parfois la limitent. Enfin, nous pouvons nous considérer nous-mêmes, en tant que professeurs d’anglais, comme des systèmes dynamiques complexes. Nous sommes toutes et tous le produit unique d’une interaction entre notre éducation et notre formation, notre expérience professionnelle et notre identité. Ce modèle de système dynamique complexe peut être utilisé pour amener les enseignants, les administrateurs, et les bailleurs de fonds à sélectionner, concevoir et appuyer intentionnellement et stratégiquement une forme de perfectionnement professionnel continu susceptible d’amener les enseignantes et les enseignants à accumuler des connaissances et des pratiques qui assureront leur succès dans une profession en évolution rapide.

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