English Education Master Students' Perceptions on Their Agency as Future EFL Teachers

2021 ◽  
Vol 6 (2) ◽  
pp. PRESS
Author(s):  
Kristian Florensio Wijaya
Keyword(s):  
Professional Development ◽  
Second Language ◽  
Narrative Inquiry ◽  
Language Learning ◽  
English Education ◽  
Central Research ◽  
Inquiry Approach ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
Development Literature

This study investigated English Education Master Students’ perceptions of their agency as future EFL teachers. The underlying concern for conducting this study is a shortage of future EFL teachers’ professional development literature exploring the significance of promoting agency in varied second language classroom contexts. The narrative inquiry approach was employed to obtain more overarching depictions about the apparent stories told by the research participants to fulfil this central research objectivity. Ten open-ended written narrative inquiries were harnessed to shed more enlightenment for future EFL teachers’ professional development with the support of robust agency establishment. This set of narrative inquiry questions heed more profound attention to dig out graduate EFL students’ perceptions of their agency as prospective second language educators. The obtained findings overtly revealed that future EFL teachers could elevate their agency and promote holistic second language learning enterprises while their school institutions imparted continuous mutual supports. Eventually, the findings will shed more enlightenment for ELT experts, practitioners, and policymakers to design more unrestricted educational regulations. They supportively substantiate future EFL teachers' agency growth, particularly in Indonesia's EFL learning contexts, emphasizing the text-based learning achievements.

scholarly journals Adoption of Mobile Assisted Language Learning (MALL) in Saudi Arabian EFL Classrooms

2021 ◽  
Vol 12 (2) ◽  
pp. 312
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teaching Experience ◽  
Stages Of Concern ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Efl Teachers ◽  
Stages Of Concerns ◽  
Teachers Professional Development ◽  
Manova Analysis

This study aimed to examine EFL teachers' concerns about the adoption of Mobile Assisted Language Learning (MALL) in Saudi Arabia. The Concerns-Based Adoption Model (CBAM) was used to analyze the participants' stages of concern (SoC) about MALL. The study also investigated whether some specific demographic and technographic variables (gender, age, teaching experience, and professional development) had any statistically significant effect on EFL teachers’ stages of concern about MALL. The participants in this study were (130) Saudi EFL public school teachers. The results revealed that the participants had high concerns at the Informational, Personal, and Management stages and minimal concerns at the Awareness, Refocusing, Collaboration, and Consequence stages. The MANOVA analysis revealed no significant difference among EFL teachers in terms of their MALL stages of concerns in relation to their gender, age, and teaching experience. Such findings indicate that Saudi EFL teachers' gender, age, and teaching experience have no effect on their concerns about using and implementing MALL. However, The MANOVA analysis yielded a significant difference among EFL teachers in terms of their MALL stages of concerns in relation to their professional development. These results entail that Saudi EFL teachers' professional development has a significant effect on their concerns about MALL. The study concluded that technology-related professional development could help decrease teachers’ self-concerns and increase their impact-concerns. The study recommended providing EFL teachers with technology-related professional development to ensure successful MALL adoption.

scholarly journals Reflecting Critical Incident as a Form of English Teachers’ Professional Development: an Indonesian Narrative Inquiry Research

2019 ◽  
Vol 5 (2) ◽  
pp. 101-118
Author(s):  
Alberik Ryan Tendy Wijaya ◽  
Paulus Kuswandono
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Narrative Inquiry ◽  
Critical Incident ◽  
Critical Incidents ◽  
English Education ◽  
Rapid Development ◽  
English Teachers ◽  
Professional Experiences ◽  
Teachers Professional Development

ABSTRACTAmidst the rapid development of English teaching, teacher’s professional development (TPD) is crucial for English teachers. It has been discussed in the TESOL Summit 2018 in Jakarta that the teachers demanded a TPD approach which facilitates them in sharing professional experiences with other teachers. This qualitative research would like to investigate the effectiveness of reflection with critical incident theory (CIT) framework as a form of TPD which many studies have found effective to fulfil that demand and yet, rarely discussed in the context of Indonesia. Based on the reviewed literature, this research applied guided reflection and interview to gather the data. The gathered data were then analysed using open-, axial-, and selective coding. From the triangulated data, five themes related to TPD were extracted. One theme is dedicated to discussing two unique cases. Overall, by reflecting their critical incidents, all of the participants could understand their experience deeper and thus, making it meaningful. Therefore, this research suggests that the utilization of reflection using CIT framework must be investigated further in a bigger scope with bigger participants and more frequencies of reflection. ABSTRAKDi tengah pesatnya perkembangan pengajaran bahasa Inggris, pengembangan profesionalisme guru (TPD) penting bagi guru Bahasa Inggris. Telah didiskusikan dalam TESOL Summit 2018 di Jakarta bahwa para guru menginginkan sebuah pendekatan TPD yang memfasilitasi mereka untuk berbagi pengalaman profesional dengan guru lainnya. Penelitian kualitatif ini ingin menginvestigasi keefektifan refleksi dengan kerangka teori peristiwa kritis (CIT) sebagai bentuk TPD yang mana banyak studi telah menemukan keefektifan untuk memenuhi permintaan tersebut, akan tetapi jarang didiskusikan di dalam konteks Indonesia. Berdasarkan tinjauan pustaka, penelitian ini mengaplikasikan refleksi terpandu dan wawancara untuk mengumpulkan data. Data yang telah terkumpul dianalisis dengan menggunakan open-, axial-, dan selective coding. Dari data yang telah ditriangulasi, terekstrak lima tema terkait TPD. Satu tema didedikasikan untuk mendiskusikan dua kasus unik. Secara keseluruhan, dengan merefleksikan peristiwa kritis, semua partisipan mampu memahami pengalaman mereka secara lebih mendalam dan oleh karenanya, membuat pengalaman tersebut bermakna. Maka dari itu, penelitian ini menganjurkan agar penggunaan refleksi dengan kerangka CIT diinvestigasi lebih lanjut dalam skala yang lebih besar dengan lebih banyak partisipan dan frekuensi refleksi yang dilakukan.     How to Cite: Wijaya, Alberik R. T., Kuswandono, P. (2018). Reflecting Critical Incident as a Form of English Teachers’ Professional Development: an Indonesian Narrative Inquiry Research. IJEE (Indonesian Journal of English Education), 5(2), 1-15. doi:10.15408/ijee.v5i2.10923

scholarly journals Teacher Learning Community and EFL Teacher Professional Development

2021 ◽  
pp. 54-58
Author(s):  
Hongmei Han ◽  
◽  
Jinghua Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
Academic Writing ◽  
Teaching Practice ◽  
Research Activities ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Impact ◽  
Teacher Learning Community

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

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 Teachers’ Professional Development to Enhance ELT: Needs Analysis for Developing Teacher Training Program in an EFL Context

2016 ◽  
Vol 21 (1-2) ◽  
pp. 40-53
Author(s):  
Janak Singh Negi
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Training Program ◽  
New Teacher ◽  
Learning Context ◽  
Teacher Training Program ◽  
Efl Context ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
Context Specific

Developing any new teacher training program for Teachers’ Professional Development (TPD) should start from where the teachers are and what they actually need, which is very essential to bring out innovation and improvement in the field of ELT. The present study represents teachers’ voices from Far Western and Mid-Western part of Nepal based on the survey data collected from EFL teachers. The researcher reached to the conclusion that teachers should be trained and given opportunities on how to put the existing knowledge in to practice according to the learning context, needs and available resources creating their own context specific methodology keeping oneself up to date with global practices including the integration of ICT in the field of ELT. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:40-53

scholarly journals EFL Teachers’ Perceptions on the Implementation of Mobile-Assisted Language Learning in Saudi Arabia During COVID-19: Challenges and Affordances

2022 ◽  
Vol 13 (1) ◽  
pp. 92-100
Author(s):  
Norah Alghamdi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Elementary Schools ◽  
Language Learning ◽  
Teaching Experience ◽  
Future Research ◽  
Teachers Perceptions ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Efl Teachers

This study aimed to explore EFL teachers’ perceptions regarding mobile-assisted language learning (MALL) in elementary schools in Saudi Arabia, including their attitudes, levels of proficiency, and challenges they experienced regarding the use of MALL. The study also sought to investigate whether EFL teachers’ backgrounds have any significant impact on their perceptions of MALL. To this end, survey data were collected from 123 EFL teachers who have worked in elementary schools in Saudi Arabia. The results revealed teachers’ positive perceptions of MALL, particularly during the COVID-19 pandemic. Overall, participants stated that mobile learning is beneficial and has the potential to support and enhance EFL teaching. Most EFL teachers reported that they did not have a sufficient level of skills/abilities required to develop MALL activities and cited some challenges they faced. The results also indicate a significant difference among participants’ perceptions of MALL based on their professional development and teaching experience, but no difference based on their gender was found. These results indicate that placing a greater emphasis on offering professional development in MALL for Saudi EFL teachers could cultivate both greater proficiency and the ability to overcome challenges. This study concludes by providing recommendations on how to improve MALL implementation as well as directions for future research.

scholarly journals EFL teachers’ online teacher professional development experiences amidst the COVID-19 pandemic: Practices and perceptions

2021 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Arief Eko Priyo Atmojo
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Professional Development ◽  
Structured Interview ◽  
Policy Makers ◽  
Teaching Online ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

This research investigates the EFL teachers’ practices and perceptions of online teacher professional development (OTPD) experiences to improve their competencies for teaching online language learning amidst the COVID-19 pandemic. 42 EFL teachers voluntarily became the participants through invitation. All participants were requested to give responses on a questionnaire. Eight participants were then invited for an individual semi-structured interview. Descriptive statistics were employed to analyze the questionnaire data, whilst qualitative coding was used to analyse the interview data. The results reveal many important findings regarding EFL teachers’ practices and perceptions of experiencing OTPD amidst the COVID-19 pandemic. The findings are beneficial to help OTPD designers and providers, policy makers, and school leaders provide OTPD which best fits EFL teachers’ needs, preferences, and teaching contexts.

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.

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.

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