scholarly journals The Characteristics of Effective Professional Development That Affect Teacher’s Self-Efficacy and Teaching Practice

2020 ◽  
Vol 3 (2) ◽  
pp. 131-144
Author(s):  
Bachtiar Bachtiar
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Structured Interviews ◽  
Secondary English ◽  
Effective Professional Development ◽  
Sense Of Efficacy ◽  
English Language Teachers

Many research suggests that effective professional development (PD) can help teachers increase their knowledge, skills and understanding about teaching. Research evidence also indicates that good quality PD enhances teacher sense of efficacy. This study aims to investigate the characteristics of good quality PD that affect teachers’ self-efficacy from the perspective of junior secondary English Language teachers in Indonesia. Data derived from the initial and follow-up questionnaires, TSG observations, and semi-structured interviews. The findings found that English language teachers perceived good quality PD are those activities that increase teachers’ knowledge and teaching skills, encourages collaboration, and is based on teachers’ classroom practical needs. The study suggests the need to involve teachers in the process of planning, designing, and implementing PD in order to maximize its benefits.

scholarly journals PRIMARY ENGLISH LANGUAGE TEACHERS’ ENGAGEMENT IN PROFESSIONAL DEVELOPMENT

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Nguyen Thi Thom Thom ◽  
Pham Thi Thanh Thuy
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Efl Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development ◽  
The Impact

Teachers’ professional development (PD) is viewed as the center of educational reforms in many countries, and this topic has been widely researched by scholars such as Avalos (2011), Darling-Hammond & McLaughlin (2011), Le (2002), and Whitehouse (2011). However, primary English language teachers (PELTers)’ PD has been under-researched in Vietnamese contexts. This paper outlines a project researching PELTers’ PD in a period of ongoing educational transformation, initiated by the National Foreign Languages Project. The authors highlight a ‘mixed methods’ research design with data collected from 68 surveys and five individual semi-structured interviews in a province in North Vietnam. Both the impact of language policy on Vietnamese PELTers' PD and their responses to top-down PD requirements and provision are under investigation. Some initial findings are (i) PELTers' rationales for PD; (ii) their engagement in PD forms and topics; (iii) benefits of PD; (iv)their PD need areas; and (v) factors affecting PD engagement. PELTers' suggestions for improving PD in their contexts are also discussed. This paper offers significant insights for EFL researchers, policy-makers, EFL teacher training institutions and other educators.

scholarly journals Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice

2020 ◽  
Vol 22 (1) ◽  
pp. 15-28
Author(s):  
Mariza G. Méndez López
Keyword(s):  
Classroom Management ◽  
Attribution Theory ◽  
English Language ◽  
Teaching Practice ◽  
Management Strategies ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Classroom Management Strategies ◽  
English Language Teachers

This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.

scholarly journals Challenges for Professional Development of Malaysian ESL Teachers

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.

scholarly journals Saudi Female EFL Instructors’ Perceptions of the Effects of Professional Development on Their Self-Efficacy

2020 ◽  
Vol 13 (10) ◽  
pp. 74
Author(s):  
Khawlah H. Almuhammadi ◽  
Hussein M. Assalahi ◽  
Abeer Ahmed Madini
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
English Language ◽  
Cognitive Theory ◽  
Teaching Practice ◽  
Sense Of Self ◽  
Structured Interviews ◽  
Study Results ◽  
Professional Development Training ◽  
English Language Institute

This research explores female EFL instructors’ perceptions of the effect of the professional development provided by the English Language Institute (ELI) at King Abdul-Aziz University (KAU) on their self-efficacy and the type of professional development training that they feel has the greatest effect on their sense of self-efficacy. This research is based on Bandura’s (1977) social cognitive theory and its subset of self-efficacy. In order to achieve its objective, this qualitative study incorporated semi-structured interviews with six EFL female instructors within the ELI at KAU, Saudi Arabia. The study results revealed that the instructors had positive perceptions of the professional development they received at the ELI in terms of enhancing their efficacy beliefs, as it enabled an opportunity for professional enhancement, positively influenced teaching practice to help students’ learning, and developed a positive atmosphere of collegiality and collaboration. Additionally, the participants demonstrated a positive attitude toward the ELI’s mentoring program, as it enabled them to be inspired by an expert in the field, improved their teaching competencies, and created a feeling of professionalism. However, the participants held a conflicting view of the effect of classroom observation on instructors’ self-efficacy. Some believed that observations represent an important professional development tool that helps improve their performance, while others perceived it as a source of efficacy doubt. Based on the research results, this study bridged a gap in the current literature and contributed to knowledge on EFL instructors’ self-efficacy and how it could be influenced by professional development activities.

scholarly journals Professional Development and ICT: English Language Teachers’ Voices

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Lucas Kohnke
Keyword(s):  
Professional Development ◽  
Technology Use ◽  
English Language ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
Language Teachers ◽  
Two Phase ◽  
Initial Questionnaire ◽  
English Language Teachers ◽  
Good Teaching Practice

While technology use is becoming increasingly common in education, teachers remain reluctant to use it and hesitant on how best to incorporate it into their teaching and practice.  There is a strong demand from institutions for English language teachers to cope with the changing landscape of teaching in the 21st century.  This explorative study investigated Hong Kong tertiary teachers’ beliefs on continuing professional development activities to enhance their teaching.  The study had a two-phase research design, with an initial questionnaire (N = 58) followed by semistructured interviews (N = 12) to unpack the participants’ hidden voices.  The findings illustrated that most teachers are enthusiastic about professional development activities, though there is a misalignment between what universities value and reward and what teachers see as most beneficial for enhancing their teaching practices.  The results suggested that professional development activities should focus on sharing good teaching practice (e.g., informal chats, mentoring) within universities rather than on rewarding attending conferences and on-off, nonintegrated workshops.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers&#39; habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers&#39; beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors&#39; beliefs with Global English (GE). The research question &#39;what are the Kuwaiti instructors&#39; beliefs about ELT and their awareness of Global English?&#39; formalizes these aims. To accomplish the research: To discover teachers&#39; beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers&#39; beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers&#39; beliefs, the study&#39;s findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers&#39; beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers&#39; diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher&#39;s cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

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