The Impact of Teacher Education on In-service English Teachers’ Beliefs about Self

2016 ◽  
Vol 7 (3) ◽  
pp. 519 ◽  
Author(s):  
Ziwei Xiong
Keyword(s):  
Professional Development ◽  
Junior High School ◽  
Belief Change ◽  
English Teachers ◽  
Teacher Belief ◽  
Structured Interviews ◽  
High School English ◽  
Teachers Beliefs ◽  
Rich Data ◽  
The Impact

This was a qualitative study carried out in the context of 2013 National Teacher Training Program for Junior High School English Teachers in Chongqing China, intending to reveal the impact of the program on four in-service English teachers’ beliefs about self (i. e., about English teachers). Rich data were collected throughout the process of training which lasted for 100 days, including semi-structured interviews, teachers’ class analysis reports, professional development plans, periodic summaries and so on. The findings were interpreted with the help of the classification framework of teacher belief change proposed by Cabaroglu and Roberts, which showed that the impact of the program on these four in-service English teachers’ beliefs about English teachers’ roles, excellent English teachers and English teachers’ professional development was considerable, however, the degree, the nature and the sources of the impact varied across individual teachers.

scholarly journals Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices

2022 ◽  
Vol 9 (1) ◽  
pp. 237-257
Author(s):  
Lucky Amatur Rohmani ◽  
Erna Andriyanti
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
English Teachers ◽  
High School English ◽  
Cultural Elements ◽  
Teachers Beliefs ◽  
Culture Teaching ◽  
Beliefs And Attitudes

It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.

scholarly journals Teachers Reflection on the Factors Contributing Their Success in Conducting Action Research

2020 ◽  
Vol 5 (12) ◽  
pp. 1749
Author(s):  
Esa Maulisakina Wilma Ariyani ◽  
Moh. Adnan Latief
Keyword(s):  
High School ◽  
Action Research ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
Structured Interviews ◽  
High School English ◽  
Classroom Action Research

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract: </strong>This study aimed to explore the experiences of public junior high school English teachers in Malang in conducting classroom action research in terms of the factors that contribute to their success in conducting action research. The main data of this study were collected through individual semi-structured interviews administered to 3 public junior high school English teachers in Malang, Indonesia. The findings suggest that teachers’ eagerness in helping their students learning better as well as improving themselves to be better teacher may be the ‘it’ factor contributing to their success in conducting action research. On the basis of aforementioned findings implications were discussed and recommendations were made for the teachers, schools, and future researchers.</p><p class="Abstract"><strong>Abstrak:</strong> Studi ini bertujuan mengeksplorasi pengalaman guru bahasa Inggris di sekolah menengah pertama negeri di Malang dalam melaksanakan penelitian tindakan kelas yang mencakup faktor-faktor yang mendasari keberhasilan mereka dalam melaksanakan penelitian tindakan. Data utama dalam penelitian ini dikumpulkan melalui wawancara individu semi terstruktur pada tiga guru bahasa Inggris di sekolah menengah pertama negeri di Malang. Hasil dari penelitian ini memberikan kesan bahwa keinginan kuat guru untuk membantu muridnya dalam belajar dan meningkatkan kemampuan dirinya untuk menjadi guru yang lebih baik mungkin menjadi faktor kunci kesuksesan mereka dalam melaksanakan penelitian tindakan. Berdasarkan hasil penemuan yang telah disebutkan implikasi didiskusian dan rekomendasi dibuat untuk guru, sekolah, dan peneliti selanjutnya.</p></td></tr></tbody></table></div>

scholarly journals Career Development Program for Junior High School English Teachers

2020 ◽  
Vol 3 (9) ◽  
pp. 8-12
Author(s):  
Blademer Manalo ◽  
Larry Ojales
Keyword(s):  
Professional Development ◽  
High School ◽  
Career Development ◽  
Community Service ◽  
Junior High School ◽  
Junior High ◽  
Development Program ◽  
English Teachers ◽  
High School English ◽  
Career Development Program

Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.

scholarly journals Career Development Program for Junior High School English Teachers

2020 ◽  
Vol 3 (9) ◽  
pp. 8-12
Author(s):  
Blademer Manalo ◽  
Larry Ojales
Keyword(s):  
Professional Development ◽  
High School ◽  
Career Development ◽  
Community Service ◽  
Junior High School ◽  
Junior High ◽  
Development Program ◽  
English Teachers ◽  
High School English ◽  
Career Development Program

Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.

scholarly journals Career Development Program for Junior High School English Teachers

2020 ◽  
Vol 3 (9) ◽  
pp. 8-12
Author(s):  
Blademer Manalo ◽  
Larry Ojales
Keyword(s):  
Professional Development ◽  
High School ◽  
Career Development ◽  
Community Service ◽  
Junior High School ◽  
Junior High ◽  
Development Program ◽  
English Teachers ◽  
High School English ◽  
Career Development Program

Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.

scholarly journals A NEED ANALYSIS OF JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN BIMA TO EMPOWER THEIR TEACHING PERFORMANCE

2017 ◽  
Vol 1 ◽  
pp. 402
Author(s):  
Nurnaningsih Nurnaningsih
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
Teaching Performance ◽  
High School English ◽  
Junior High School Teachers ◽  
Need Analysis ◽  
Teachers Beliefs ◽  
Service Training

This research focuses on analysis English teachers needs to empower their teaching performance particularly in the context of Bima, West Nusa Tenggara. This research aimed to find out the particular needs of Junior High School teachers in Bima to develop their professionalism. The data of this study were collected through several techniques such as questionnaires, interviews, observations, and documents. The data of this study was analyzed qualitatively. Several aspects related to the teachers` performance and teachers` beliefs are discussed in this study. The finding of this study shows that teachers in Bima find a lot of barriers in their teaching performance related to the lack of teaching media, infrastructures, students` low motivation, teachers` limits, and so on. Some of English teachers in Bima believe that they need a routine in-service training program to unify their perspective on respect to optimize their role as English teachers. Considering the critical need of teacher training activity, some of English teachers in Bima agreed to run an autonomous MGMP program for once a month regular meeting. This study offers some suggestions for Junior High School English teachers particularly in the context of Bima as the location of the study. By the presented facts, hopefully English teachers in Bima get such information which benefits to empower their teaching performance.

scholarly journals Language Teachers' Beliefs and Practices

2017 ◽  
pp. 208-229
Author(s):  
Leyla Silman-Karanfil ◽  
Mark Ian Payne
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Language Teachers ◽  
Development Programs ◽  
Structured Interviews ◽  
Teachers Beliefs ◽  
Field Notes ◽  
Professional Development Programs ◽  
The Impact

The impact of professional development programs on teachers' beliefs is still an exploratory field, with existing research finding both positive and weak impacts of teacher education on teachers' beliefs. Building upon these findings, it is acknowledged that many challenges remain in designing focused professional development programs. This chapter addresses the problem by drawing on a study conducted with Higher Education teachers in North Cyprus. The study aimed to unveil teachers' beliefs about in-class code-switching in teaching a foreign language. Using a qualitative methodology, data in the form of classroom observations, semi-structured interviews, course documents and field notes were collected and analyzed thematically. Findings suggest that cultures of learning, that is teachers' frameworks of expectations about successful teaching and learning, have a significant impact on teachers' beliefs. The authors suggest that an acknowledgement of cultural frames will facilitate appropriate professional development.

scholarly journals Mobile Teacher Professional Development (MTPD): Delving into English Teachers’ Beliefs in Indonesia

2020 ◽  
Vol 21 (4) ◽  
pp. 143-160
Author(s):  
Jepri Ali Saiful
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Mobile Phones ◽  
Qualitative Interviews ◽  
English Teachers ◽  
Structured Interview ◽  
Validity And Reliability ◽  
Teachers Beliefs ◽  
Teacher Professional ◽  
Potential Use

In recent years, mobile phones have been used for teacher professional development (TPD). However, the potential use of smartphones, a current-generation of mobile phones, to develop teachers’ pedagogical, social, personal, and professional competences remains underexplored. This mixed methods study, examining the potential use of smartphones for TPD by delving into English teachers’ beliefs, employed a sequential explanatory approach. A quantitative survey was completed by 81 participants, followed by qualitative interviews with 8 selected participants. All the respondents were English teachers in elementary, junior, and senior high schools in 11 provinces in Indonesia. The survey was tested for validity and reliability, and analysed using the descriptive statistics method, while the semi-structured interview was analysed using the content analysis method. Almost all teachers had very favourable and favourable beliefs about the use of smartphones for TPD, perceiving that a smartphone could facilitate the enhancement of their pedagogical knowledge, communication skills, positive characters and English proficiency. Very few teachers had unfavourable beliefs, but among those who did, they believed traditional face-to-face TPD was more beneficial and that smartphones would only lead to addiction. This study recommends that smartphones be optimally applied by English teachers for TPD activities and that governments facilitate such implementation by constructing smartphone TPD models and applications.

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