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 Teachers’ professional development in community campuses of TU: Expectation and responsibility

2020 ◽  
Vol 1 ◽  
pp. 63-73
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Professional Development ◽  
Qualitative Case Study ◽  
Journal Article ◽  
Research Work ◽  
Development Programme ◽  
New Techniques ◽  
Case Study Design ◽  
Training Research ◽  
Teachers Professional Development

Teachers' professional development programme enables teachers to develop the knowledge and skills they need to address the students' learning. It assists the teachers to improve their instruction for the improvement of student learning achievement and better performance of community campuses. The purpose of this study was to explore the significance of Teachers’ Professional Development (TPD) to the teachers of community campus with their expectation, and responsibility. Qualitative case study design was adopted and three teachers were purposively selected from three distinct community campuses of Sindhuli district. Data were collected through semi-structured open-ended interview guidelines. Collected raw data were analysed using thematic analysis. The finding exposed that only teaching in the classroom is not enough for teachers' professional development. Besides, the teachers should participate in training, research work, writing journal article, teachers discussion programmes, learning from media, self/further study, attending in seminars/work-shops/conferences. TPD helps the teacher to develop professional knowledge, skills, new techniques and technology of teaching. The teachers are themselves supposed to be conscious and initiative for their professional developments.

scholarly journals PERCEPTIONS AND THE IMPLEMENTATION OF CONTINUING PROFESSIONAL DEVELOPMENT THROUGH INNOVATION AMONG ENGLISH TEACHERS

2019 ◽  
Vol 14 (1) ◽  
pp. 63-72
Author(s):  
Teguh Kasprabowo
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Continuing Professional Development ◽  
English Teachers ◽  
Certified Teachers

This study was part of a larger study on teachers’ continuing professional development (CPD) of English teachers in Ungaran Sub-districts. This study aimed to explain the perceptions and the implementation of CPD through innovation done by the respondents. This study employed qualitative case study. To gain the data, 21 teachers were involved in this study,17 of them were certified teachers and later selected as the respondents. 7 teachers were later selected conveniently for the interview. The study showed that there was awareness of the teachers on the importance of making innovation in their work. However, after being interviewed, only few of them made innovation in their teaching and learning process.   Keyword: CPD, innovation, awareness

scholarly journals Students’ reflections in teaching practicum: A case study of EFL pre-service teachers

2020 ◽  
Vol 10 (2) ◽  
pp. 268-289
Author(s):  
Dwi Riyanti
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teacher Candidates ◽  
Journal Writing ◽  
Qualitative Case Study ◽  
Good Practice ◽  
Teaching Practicum ◽  
Emerging Themes ◽  
Teachers Professional Development

The importance of reflection in enhancing teachers’ professional development has been widely acknowledged. Yet, little is known about how EFL pre-service teachers do reflection and how they perceive reflective practice as one of the tools to improve their professional development. The current study attempts to address this gap by investigating how EFL pre-service teachers reflect on their teaching performances and perceive their reflective practices. Employing a qualitative case study, the study involved six teacher candidates who were taking microteaching. The data were gathered from an open-ended questionnaire made by the author, journal writing, participants' analysis on the videos of their teaching performances, and an interview with each participant. To triangulate the data, classroom observations and document analysis were also conducted. The obtained data were analyzed thematically based on emerging themes. The findings show that the participants did reflections in different stages of their teaching performances, reflecting on the surface level. In terms of how they view a reflection, the research participants perceive a reflection as a good practice because it gives them opportunities to look back and scrutinize what they did during their teaching practicum.

scholarly journals Exploring Technological Pedagogical and Content Knowledge (TPACK) in English Language Classroom Setting: In-Service English Teachers’ Perspectives

2021 ◽  
Vol 6 (2) ◽  
pp. 70-77
Author(s):  
Galuh Dara Kirana ◽  
Salim Nabhan
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
English Language ◽  
Qualitative Case Study ◽  
English Teachers ◽  
Classroom Setting ◽  
Language Classroom ◽  
Teachers Professional Development ◽  
Teachers Perspectives

Technological Pedagogical and Content Knowledge (TPACK) is one of today’s frameworks that integrates technology in the teaching and learning process. However, little research has been done related to the investigation of in-service teachers’ TPACK, specifically in English language classroom setting. Therefore, this study aims at exploring TPACK in English language classroom from the prespectives of in-service English teachers. Qualitative  case study was involved as the approach of the study. The researchers utilized the triangulation of data sources including interview, observation, and document to get the data from in-service English teachers’ as the respondents of the study. The data acquired were then transcribed verbatim and analyzed using thematic analysis. The current study shows that there are three main themes as findings comprising English teachers’ understanding toward TPACK, the process of acquiring TPACK, and the English teachers’ challenges toward TPACK. The English teachers had a diverse understanding pertaining TPACK, and they owned various strategies in acquiring TPACK. However, the teachers faced challenges in implementing TPACK. This study migh have implications in providing the direction of English teachers’ professional development. 

Investigating English Teacher Candidate’s Use of Instructional Media During the Teaching Practicum: A Case Study

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Rachel Ratih Ayu T ◽  
Zakiyah Tasnim ◽  
Annur Rofiq
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Teacher Candidate ◽  
Visual Media ◽  
English Teacher ◽  
Instructional Media ◽  
Teaching Practicum ◽  
Case Study Design ◽  
The Way

This study analyzes the English teacher candidate’s use of instructional media in the teaching practicum. The English teacher candidate who became the participant in this study was doing their teaching practicum in MTsN 5 Jember. This study applied the qualitative case study design. Interview and observation were done one time to select the participant. The four-times classroom observations and questionnaires were used in order to collect the data. This study employed the model of Creswell in analyzing the data. The findings of this study showed that the English teacher candidate applied one type of instructional media namely Visual Media. Those were Picture and Whiteboard. The way the teacher candidate implemented the instructional media was almost the same in each meeting of the teaching and learning process. However, the students’ participation and response were not always the same in every meeting. It depended on the way the teacher candidate managed the class activity.

Towards a taxonomy of intergenerational knowledge transfer practices

2018 ◽  
Vol 25 (2) ◽  
pp. 81-91
Author(s):  
Kerstin Kuyken ◽  
Mehran Ebrahimi ◽  
Anne-Laure Saives
Keyword(s):  
Knowledge Transfer ◽  
Comparative Study ◽  
Design Methodology ◽  
Qualitative Case Study ◽  
High Tech ◽  
Content Type ◽  
Case Study Design ◽  
Younger Workers ◽  
Intergenerational Knowledge

Purpose This paper aims to develop a better understanding of intergenerational knowledge transfer (IKT) practices by adopting a context-related and comparative perspective. Design/methodology/approach A qualitative case study design involving 83 interviews and non-participative observation in German and Quebec organizations has been chosen. Findings Two distinctive archetypes of IKT emerge from both national contexts: “we-individualizing” (Germany) and “I-connecting” (Quebec), leading to an eightfold taxonomy of IKT practices. Research limitations/implications This research is limited to young and senior workers and to high-tech sectors. Originality/value Comparative and inductive study of IKT, adaptation of IKT practices to national contexts, retaining younger workers. This inductive and comparative study allows a better adaptation of IKT practices to national contexts and therefore a better retention of younger workers.

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