scholarly journals EFL Teacher Development through a Graduate Seminar: A Narrative Inquiry into a Teacher Learner's Journal Entries

2010 ◽  
Vol 10 (1) ◽  
pp. 53-84 ◽  
Author(s):  
안경자
Keyword(s):  
Narrative Inquiry ◽  
Teacher Development ◽  
Graduate Seminar ◽  
Efl Teacher ◽  
Journal Entries

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.

Reflective practice in an EFL teacher development group

System ◽  
1999 ◽  
Vol 27 (2) ◽  
pp. 157-172 ◽  
Author(s):  
T.S.C Farrell
Keyword(s):  
Reflective Practice ◽  
Teacher Development ◽  
Efl Teacher ◽  
Development Group

scholarly journals English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects

2020 ◽  
Vol 22 (1) ◽  
pp. 109-122 ◽  
Author(s):  
Wilson Hernández Varona ◽  
Daniel Felipe Gutiérrez Álvarez
Keyword(s):  
Focus Group ◽  
Narrative Inquiry ◽  
Student Teachers ◽  
English Language ◽  
Public University ◽  
Focus Group Interviews ◽  
Community Based ◽  
Language Teacher ◽  
Group Interviews ◽  
Journal Entries

This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. Our goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, we acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities’ necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.

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.

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