scholarly journals Research on the Ethnic Minority English Teachers in Middle Schools’ Perplexity of Professional Development and Its Solution

2022 ◽  
Vol 13 (1) ◽  
pp. 156-160
Author(s):  
Hui Shi
Keyword(s):  
Professional Development ◽  
Ethnic Minority ◽  
Mother Tongue ◽  
Qualitative Interviews ◽  
English Teachers ◽  
Teaching Situation ◽  
The Social ◽  
Personal Level ◽  
Teachers Professional Development ◽  
Depth Interviews

This study makes an empirical study on the professional development of ethnic minority English teachers in middle school. Four ethnic minority English teachers of different ages who volunteer to participate in qualitative interviews are selected to conduct the in-depth interviews to analyze their professional development. According to the analysis of research results, it is found that the main puzzles of ethnic minority English teachers’ professional development are how to balance the gap between the content of teaching materials and the actual teaching situation; how to avoid the emergence of teaching tendency in teaching; how to realize the positive transfer of professional development in mother tongue cultural environment. Finally, the solutions are put forward to solve the confusion from the social level and personal level.

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.

scholarly journals Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

2021 ◽  
Vol 7 (1) ◽  
pp. 78-93
Author(s):  
Khaled Dweikat ◽  
Munther Zyoud
Keyword(s):  
Professional Development ◽  
Online Technologies ◽  
Female Teachers ◽  
The Social ◽  
Efl Teachers ◽  
Focus Group Meeting ◽  
Teacher Training Programs ◽  
Teachers Professional Development ◽  
New Situation

The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers’ written reflections, content analysis of teachers’ posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers’ professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students’ access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.

An Investigation into Objective-based English Listening and Speaking Instruction

2017 ◽  
Vol 7 (5) ◽  
pp. 371
Author(s):  
Ying Pan
Keyword(s):  
Professional Development ◽  
Classroom Instruction ◽  
Professional Competence ◽  
Effective Instruction ◽  
English Teachers ◽  
Current Situation ◽  
College English ◽  
Instructional Objectives ◽  
Teachers Professional Development ◽  
Listening And Speaking

Based on the theories of instructional objectives, this research investigates the current situation of teachers’ attitude toward objectives, how English teachers design objectives and how they facilitate the attainment of objectives in College English listening and speaking class. This research aims to arouse teachers’ awareness of objectives in College English listening and speaking classroom instruction and restate the importance of objectives for effective instruction. Meanwhile, the investigation also aims to presents problems existing in teachers’ professional competence, especially in objective design before class and promotion in classroom instruction to provide clues for teachers’ professional development.

The Application of Information Technology in Modern English

2014 ◽  
Vol 644-650 ◽  
pp. 6153-6156
Author(s):  
Dao Ping Xu ◽  
Ying Li ◽  
Wei Hong Zhao ◽  
Gui Ying Cui
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Evaluation System ◽  
English Teachers ◽  
Learning Tools ◽  
Technology Application ◽  
English Teaching ◽  
Education Environment ◽  
Powerful Learning ◽  
Teachers Professional Development

According to the English teachers' professional development and evaluation system research, it is known that English teaching mode has been changed in advanced methods because of the development of information technology application. The information technology and English teaching can be effective integration with the college English teachers’ professional development, thereby creating a new teaching model which can strive for the best education effect and provide rich and colorful education environment and powerful learning tools for students' learning and development.

scholarly journals Professional Development of English Teachers at a State Islamic Senior High School in Palembang

2020 ◽  
Vol 5 (2) ◽  
pp. 471
Author(s):  
Rizki Fadhliyah ◽  
Soni Mirizon ◽  
Ismail Petrus
Keyword(s):  
Professional Development ◽  
Qualitative Case Study ◽  
Continuing Professional Development ◽  
English Teachers ◽  
The Internet ◽  
Scientific Publications ◽  
Case Study Design ◽  
The Poor ◽  
Teachers Professional Development

The objectives of this study were to investigate teachers’ professional development, the obstacles faced by the teachers, teachers’ efforts to resolve the obstacles, and school support for the teachers in continuing professional development. To reveal the phenomenon, qualitative case study design was used. This study combined observation, questionnaires, and interviews in data collection. English teachers, vice-principal of the curriculum, teachers who taught other subjects, and students who had been taught by the English teachers were the participants of this study. Findings revealed that English teachers’ professional development was good. The results also revealed that teachers’ scientific publications were in the poor category. Innovative works for both English teachers were in the average category. Lack of time and information were the obstacles faced by the English teachers in continuing professional development. Teachers attempted to resolve the obstacles by looking for information needed through the internet. They also had discussions with other teachers to gain information for their knowledge. The school frequently conducted some programs related to teachers’ professional development and allowed them to attend professional development activities held by other institutions.

scholarly journals Colombian English Teachers’ Professional Development: The Case of Master Programs

2018 ◽  
Vol 20 (1) ◽  
pp. 103-119 ◽  
Author(s):  
John Jairo Viáfara ◽  
José David Largo
Keyword(s):  
Professional Development ◽  
Language Policy ◽  
Research Work ◽  
English Teachers ◽  
Survey Study ◽  
Degree Programs ◽  
Graduate Courses ◽  
School Communities ◽  
Master Degree ◽  
Teachers Professional Development

Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants’ pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants’ overarching categories of development. Challenges to respondents’ integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.

scholarly journals From Periphery to the Core: Promoting College English Teachers’ Professional Development From the Perspective of Community of Practice

2019 ◽  
Vol 12 (9) ◽  
pp. 74
Author(s):  
Li Huiyin
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
English Teachers ◽  
Theoretical Framework ◽  
Chinese Teachers ◽  
College English ◽  
The Core ◽  
Teaching Group ◽  
Teachers Professional Development

Collaborative lesson preparation is a common practice for Chinese teachers who work together to solve their teaching difficulties and problems. Based on the theoretical framework of community of practice (CoP), this paper describes how a teaching group in a university (entitled G University) in China was engaged in its lesson-preparation community and how the collaboration in lesson preparation impacted teachers’ professional development. Based on the findings of the study some lessons have been drawn about how to establish a successful CoP to promote Chinese teachers’ professional development.

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