scholarly journals Intercultural Competence Formation of ESL Teachers in a Global Educational Environment

2017 ◽  
Vol 9 (4) ◽  
pp. 47-58
Author(s):  
Oksana Chugai
Keyword(s):  
Professional Development ◽  
Intercultural Competence ◽  
Value Added ◽  
Esl Teachers ◽  
Academic Mobility ◽  
Individual Level ◽  
Effective Strategies ◽  
Theoretical Assumptions ◽  
Teachers Professional Development ◽  
Teachers Training

Abstract Objective: The aim of the paper is to explore existing and emerging opportunities for academic mobility and ESL teachers’ professional development, to present the review of theoretical assumptions about intercultural competence, to provide recommendations on using effective strategies at group and individual levels to increase the effectiveness of ESL teachers training in general and intercultural competence formation in particular. Methodology: This paper explores existing and emerging opportunities for academic mobility and ESL teachers’ professional development, presents the review of theoretical assumptions about intercultural competence. Findings: Effective strategies of intercultural competence formation at group and the individual level were examined. Value Added: The use of theoretical and practical conclusions of this paper would enhance the effectiveness of ESL teachers’ training in general and intercultural competence formation in particular. Recommendations: This paper provides recommendations on using effective strategies to achieve successful intercultural communication at group and individual levels.

scholarly journals Construction of an Individual Educational Trajectory as a Way to Reveal the Personal and Professional Potential of a Future Teacher

2020 ◽  
Vol 9 (7) ◽  
pp. 73
Author(s):  
Anna I. Klieba ◽  
Yuliia O. Bludova ◽  
Nataliia A. Galushko ◽  
Olena H. Pavlova ◽  
Nataliia V. Pylypenko
Keyword(s):  
Professional Development ◽  
School Context ◽  
Continuing Professional Development ◽  
Future Teacher ◽  
Induction Programs ◽  
Personal Support ◽  
Academic Paper ◽  
Teachers Professional Development ◽  
Almost All ◽  
Teachers Training

The construction of an individual educational trajectory changes due to a change in approaches to the personal and professional potential of the future teacher. Provided that the acquisition of professional skills by a teacher has not required constant training throughout life, then the modern environment requires a systematic updating of skills and advanced training. In fact, approaches to training and the role of the teacher in the educational environment are changing. Based on an integrative literature review, the trends of individual educational tools for the development of the personal and professional potential of a future teacher within EU have been investigated. The academic paper has revealed significant differences regarding the disclosure of personal and professional potential of future teachers within EU. Differences include: teachers’ training, the establishment of additional requirements for teachers in addition to curricula, regulating teachers’ mobility, professional and personal support, continuing professional development. The article has stated that induction and mentoring for new teachers is widespread within EU and legally established in most European countries. The investigation attests to the fact that induction may play a key role in supporting teachers’ professional development. Induction programs combine elements of mentoring, training, peer review, and scheduled meetings with school principals and colleagues to provide personal, social, and professional support. Induction activity is connected with increased self-efficacy and job satisfaction. Mentoring programs are designed taking into consideration the school context. Pupils’ knowledge, classroom pedagogy, assessment of pupils and harmonization of curriculum standards differ significantly between primary and secondary schools. Supporting measures to promote teachers’ participation have been developed in almost all EU countries.

scholarly journals Realities of Teachers' Professional Development in Community Campuses of Tribhuvan University

NUTA Journal ◽  
2019 ◽  
Vol 6 (1-2) ◽  
pp. 32-38
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Modern Technology ◽  
New Techniques ◽  
Training Time ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
Teachers Training

Teacher professional development (TPD) is the modern aspect of teaching learning process. To do effective teaching, the teacher should be trained, excellent as well as up-date according to the change of time. The main purpose of this paper is to explore realities of the teachers’ professional development of the teachers in community campuses of Tribhuvan University (TU). There is great importance of TPD in the teachers of the community campuses since it helps the teacher to develop various kinds of professional skills, knowledge, new techniques and modern technology of teaching. Similarly, there is the great role of TU for the TPD of the teachers of community campuses. As the affiliation university it should organize subject wise teachers’ training time and again. Similarly, it should hold seminar, workshop and conference on the burning issues of teaching and learning. Teachers’ professional development is the demand of the present time and promoting teachers’ capacity is the most important aspect of the quality education. This article is based on the theme of the mini research which is approved by University Grants Commission (UGC) Nepal.

scholarly journals Empowering ESL Teachers’ Professional Development through Digital Literacy

2018 ◽  
Vol 8 (12) ◽  
Author(s):  
Gunavathy a/p Suppiah ◽  
Ong Chuin Yin ◽  
Moomala Othman ◽  
Lilliati Ismail ◽  
Dalia Aralas
Keyword(s):  
Professional Development ◽  
Digital Literacy ◽  
Esl Teachers ◽  
Teachers Professional Development

scholarly journals Supporting English As a Second Language (ESL) Teachers’ Professional Development Through Multi-Platforms’ Online Affinity Space

2020 ◽  
Vol 14 (09) ◽  
pp. 258
Author(s):  
Abdul Hakim Ali Bin Abdul Aziz ◽  
Wan Zhafirah Binti Wan Zainudin ◽  
Radzuwan Ab Rashid
Keyword(s):  
Professional Development ◽  
English Language ◽  
English Language Teaching ◽  
Dissemination And Implementation ◽  
Esl Teachers ◽  
Language Curriculum ◽  
The Public ◽  
Affinity Space ◽  
Teachers Professional Development ◽  
General Topic

<p class="Abstract">This paper narrates the use of multi-platforms’ online affinity space called Teacherfiera.com to support ESL teachers’ professional development. Teacherfiera.com utilizes three online platforms which are BlogSpot, Facebook Group and Telegram Group that works in parallel with each other. Each platform is readily available to be used for free by the public and provides contextualized personal as well as group interactions. These platforms which have been integrated into Teacherfiera.com also work as a bank for English Language Teaching materials which are accessible 24/7 and allows users to respond to specific materials or engage in a general topic of discussion. The creation of Teacherfiera.com started as a response towards the need for teachers’ support in the dissemination and implementation of the new CEFR-aligned English Language Curriculum.</p>

scholarly journals Profiles of Teachers’ Expertise and Professional Development in Technology and Engineering Expertise Program of Vocational Secondary Schools

2018 ◽  
Vol 24 (2) ◽  
pp. 238-247
Author(s):  
Istanto Wahyu Djatmiko ◽  
Sri Waluyanti ◽  
Thomas Sukardi ◽  
Lilik Chaerul Yuswono
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Training Program ◽  
Random Sampling ◽  
Employment Status ◽  
Government Employees ◽  
Teachers Professional Development ◽  
Teachers Training ◽  
Survey Approach ◽  
Descriptive Method

This study was aimed to identify the profiles of teachers' expertise and professional development in Technology and Engineering Expertise Program (TEEP) of Vocational Secondary Schools (VSSs). This study was conducted with a survey approach. The population consisted of 1025 teachers of TEEP at VSSs in Yogyakarta, Indonesia. The samples were 280 teachers selected with proportional random sampling. Data were collected by an open-ended questionnaire and analyzed with a descriptive method. Results of the study identified the profiles of expertise that included the majority of teacher’s employment status is government employees and scanty non-government employees. The range of working time is mostly from 7 and 18 years. Teachers mostly participate in the teachers’ certification through the professional teachers training program.  A few number of the teachers have the additional expertise certificates, and none of the teachers has the dual expertise certificates. Furthermore, types of the teachers’ professional development activities that followed by most of the teachers are seminars, journals, learning media, and participating as members of teachers association.

scholarly journals The Significance of Neuroscience for Teaching English as Second Language (TESL) in the Digital Era

2019 ◽  
pp. 158-163
Author(s):  
Dr. Diana Po Lan Sham
Keyword(s):  
Professional Development ◽  
Adult Students ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Esl Teachers ◽  
English As Second Language ◽  
Positive Effects ◽  
Digital Era ◽  
Teachers Professional Development ◽  
The Brain

In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).

scholarly journals PEDAGOGICAL PARTNERSHIP AS A PRIORITY OF MODERN PEDAGOGICAL EDUCATION

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Olena Semenoh ◽  
Myroslava Vovk
Keyword(s):  
Professional Development ◽  
Academic Culture ◽  
Professional Communication ◽  
Resource Center ◽  
State Pedagogical ◽  
A Priority ◽  
Teachers Professional Development ◽  
Development Resource ◽  
Teachers Training

The pedagogical partnership as a priority of modern pedagogical education in assuring the quality of a modern teacher’s training is being characterized. The experience of the pedagogical collaboration of Ivan Ziaziun Institute of Pedagogical and Adult Education of the National Academy of Educational Sciences of Ukraine and Sumy Makarenko State Pedagogical University in the process of long-term creative, scientific, and educational cooperation are presented. The experiment’s results, carried out to improve the quality of philology teachers training and their professional development within the activities of Ukrainian Language and Literature Teachers Professional Development Resource Center, the research laboratories “Researcher's Academic Culture” and “Teacher-Philologist Mediaculture” of Sumy Makarenko State Pedagogical University, are summarized; the achievements in the implementation of researchers’ and teachers’ professional communication are characterized; the specifics of partnership interaction within educational projects are analyzed.

scholarly journals “Qual a base de conhecimentos que meu aluno deve ter?”: uma experiência de ensino e aprendizagem de construção de indicadores educacionais

2019 ◽  
Vol 85 (209-10-11) ◽  
Author(s):  
Aline Reali ◽  
Claúdia Reyes ◽  
Elisabeth Martucci ◽  
Maria Mizukami ◽  
Emilia Lima ◽  
...  
Keyword(s):  
Professional Development ◽  
Primary Education ◽  
Teaching And Learning ◽  
Sao Paulo ◽  
São Paulo ◽  
Definition Of ◽  
Teachers Professional Development ◽  
Teachers Training ◽  
Collective Construction ◽  
Educational Indicators

Aponta alguns aspectos relacionados ao processo de construção coletiva de indicadores educacionais por professores das séries iniciais. Os dados foram obtidos por meio da realização de uma experiência de ensino e aprendizagem junto a um grupo de professores de uma escola da rede pública do Estado de São Paulo. Como referência para a discussão realizada, os indicadores construídos para os diferentes componentes curriculares por professoras de 4ª série do Ensino Fundamental são apresentados. Foi possível evidenciar a potencialidade dos processos de construção de indicadores educacionais, tanto no que se refere à definição de um quadro de referências sobre os conteúdos instrucionais que podem ser desenvolvidos em salas de aula, de uma ferramenta para o monitoramento do ensino promovido e das bases para a progressão continuada, conforme objetivado por aquela comunidade escolar. Foram ainda objetivados subsídios importantes para promoção do desenvolvimento profissional das professoras e para a construção do projeto pedagógico da escola investigada. Palavras-chave: indicadores educacionais; formação de professores; progressão continuada; séries iniciais. Abstract This paper aims at pointing out some aspects related to the collective construction of educational indicators by teachers. The data were obtained through teaching and learning experiences conducted by a group of teachers from a public school of the state of São Paulo. To enrich the discussion, we now present the constructed indicators for the different curricular components considering the 4th grade of primary education. It was possible to evidence the potentiality of the educational indicators construction processes for the definition of a framework to specify the curricular contents that can be taught in classrooms, of a tool to monitor pupils’ learning (Porter and Smithson, 2001) and the continued progression according to the school community. Important subsidies for the teachers’ professional development and for the construction of the school pedagogical project were also evidenced. Keywords: educational indicators; knowledge basis; teachers training; continued progression; primary school.

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