Once a Teacher, Always a Learner: A Study in Professional Development of ESL Teachers

This chapter is a review of a three-year journey into exploring the development, mobilisation, and enactment of Malaysian ESL teachers' technological pedagogical content knowledge through a professional learning community known as ‘Going Digital'. The first part of the chapter summarises the investigation on the effectiveness of the TPACK-IDDIRR + PLC as a transformative model of professional development to engender technology integration practices in the classroom. The findings reveal that the model is effective in enhancing technology integration practices of ESL teachers. In the second part, individual experiences of four members of the ‘Going Digital' are narratively explored to understand the mobilisation and enactment of TPACK from professional development to practice in the classroom. The affordances and constraints of technology integration is explored in the third part. The chapter concludes with discussions on the interconnectedness of knowledge, context, and identity; and how it has led to the proposition of the model for TPACK mobilisation, appropriation, and enactment.

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Intercultural Competence Formation of ESL Teachers in a Global Educational Environment

Journal of Intercultural Management ◽

10.1515/joim-2017-0020 ◽

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.

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Empowering ESL Teachers’ Professional Development through Digital Literacy

International Journal of Academic Research in Business and Social Sciences ◽

10.6007/ijarbss/v8-i12/5002 ◽

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

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Challenges for Professional Development of Malaysian ESL Teachers

KnE Social Sciences ◽

10.18502/kss.v3i19.4897 ◽

2019 ◽

Author(s):

Ruzana Omar ◽

Radzuwan Ab. Rashid2

Keyword(s):

Professional Development ◽

Primary School ◽

English Language ◽

English Teachers ◽

Language Teachers ◽

Ministry Of Education ◽

Structured Interviews ◽

Esl Teachers ◽

Part Time ◽

English Language Teachers

The paper aims to provide insights into the current understanding of the challenges faced by in-serviced primary school ESL teachers in completing their degree on a part-time basis. In relation to the government’s effort to improve the quality of primary education, many English language teachers have enrolled in the ‘Teacher’s First-degree program’ offered by the Ministry of Education. The participants of the program, somehow, face a number of challenges. As adult learners, the ESL teachers need to follow in doing the degree part time as all of them are full time teachers and teaching in different schools. Sociocultural theory of Lev Vygotsky provided the theoretical framework for this case study. This qualitative study explored the experiences of five in-service primary school English language teachers who were involved in the program. Semi-structured interviews were carried out to identify the challenges faced by the teachers in completing a primary school teacher’s first-degree program organized by the Ministry of Education (MOE). The main data generated from semi-structured interviews was analysed using thematic analysis approach. The findings revealed that job commitments, family commitments, health mental issue and time management are the main challenges faced by them. Exploring in-service primary school English teachers challenges in furthering their studies part-timely might give the Ministry of Education (MOE) consideration in understanding of language teachers’ selves and needs while pursuing their first degree. This research might also be helpful to investigate the current practices of the professional development of primary school English teachers in Malaysia.

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