scholarly journals IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES

2017 ◽  
Vol 75 (2) ◽  
pp. 194-203
Author(s):  
Nina Raud ◽  
Olga Orehhova
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
Continuous Professional Development ◽  
English Language Teaching ◽  
Education Policies ◽  
Efl Teachers ◽  
Service Training ◽  
Training Programmes

In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. Keywords: in-service teacher training, continuous professional development (CPD), English language teaching.

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.

scholarly journals Progress in English Language Teaching Through Continuous Professional Development—Teachers’ Self-Awareness, Perception, and Feedback

2021 ◽  
Vol 6 ◽  
Author(s):  
Balachandran Vadivel ◽  
Ehsan Namaziandost ◽  
Abdulbaset Saeedian
Keyword(s):  
Professional Development ◽  
English Language ◽  
Continuous Professional Development ◽  
English Language Teaching ◽  
Sample Population ◽  
Self Awareness ◽  
Global Standards ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teachers Professional Development

This research aimed to investigate the various aspects of EFL teachers’ professional development through Continuous Professional Development (CPD). Hence a study involving 83 EFL teachers from different socio-economic, multi-cultural, educational, and disciplinary backgrounds was conducted to ascertain their attitudes, perceptions, and feedback on CPD. The sample population was random, and the data collection was through a questionnaire. The results showed that teachers take charge of their CPD, but for better outcomes, they need professional development through shared experience, reflective teaching, and have a sense of community among them to stay at par with the global standards of the education system. Through this research, the concept of CPD and its significance in teaching English are made available. This study also proposes higher achievement in education through teacher professional development programs. Moreover, the analysis demonstrated that teachers are confident in what they do because of their positive belief in their own CPD. From the results, it was clear that every EFL teacher should take charge of their professional development to become better teachers and help students achieve their goals.

Setting New Standards for In-service Teacher Training

2017 ◽  
pp. 300-310
Author(s):  
Servet Çelik
Keyword(s):  
Teacher Training ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
English Language ◽  
English Language Teaching ◽  
Efl Teachers ◽  
Other Information ◽  
Service Training ◽  
Teacher Professional ◽  
The Impact

The top-down approach to teacher professional development that is typical in the Turkish context has been highly criticized in recent years as failing to meet the practical needs of classroom practitioners. Amid increasing calls for a more meaningful approach to in-service training, the author was called on to develop and present a seminar for Turkish teachers of English as a foreign language that would support their understanding of a newly designed English language teaching. With the need for responsive teacher training in mind, the author designed a program that would encourage teachers to share their experiences in the classroom and to highlight their concerns. Furthermore, the program would provide opportunities for ongoing interaction between the participants and the author in terms of feedback on the process, the impact of the program, and sharing of resources and other information. This chapter provides a detailed description of the training program, which was offered in two separate modules for elementary and secondary EFL teachers. The author hopes that the program may provide a useful model for teacher trainers and program designers in providing an actionable approach to teacher development.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

scholarly journals Exploring the Nature of Continuing Professional Development (CPD) Programs in a Language Institute

2016 ◽  
Vol 4 (1) ◽  
pp. 133
Author(s):  
Hussain Ahmad ◽  
Sayyed Rashid Shah ◽  
Emad A. Alghamdi ◽  
Sayyed Rashid Shah
Keyword(s):  
Professional Development ◽  
English Language ◽  
Continuing Professional Development ◽  
Teaching Profession ◽  
English Language Teaching ◽  
Online Questionnaire ◽  
Professional Literature ◽  
Efl Teachers ◽  
Reading Professional ◽  
English Language Institute

<p>When it is an undeniable reality that learning is at the centre of teaching profession, we assume that the continuing professional development would be a priority for all teachers. EFL teachers like the teachers of other subjects update their skills and knowledge base in order to keep abreast of the new developments and challenges in the field of English language teaching. The present study seeks to explore how EFL teachers in an English language institute at a Saudi Arabian university perceive the effectiveness of Continuing Professional Development in their context as well as the ways in which different modes of CPD can promote and enhance the teachers' learning. This study was conducted at an English language institute of a Saudi university. The study adopted a quantitative approach using online questionnaire. The quantitative data was collected from 50 EFL teachers who were qualified and experienced in the field of TESOL. The findings from the study showed that the teachers viewed external CPD such as courses, seminars, workshops and conferences, and self-directed endeavors like informal discussions, reading professional literature, and self-reflection more beneficial to their development than the internal CPD like classroom observations and other in-house training sessions. This paper concludes that the institution should improve its internal professional development scheme by expanding the professional development unit's role, enhancing the quality of its mentoring program, and establishing communities of practice wherein teachers engage in highly professional practices.</p>

Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning

2021 ◽  
pp. 595-621
Author(s):  
Abdulmalik Yusuf Ofemile
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Professional Community ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Context ◽  
Community Of Learning ◽  
Service Training

In the English language teaching context in Nigeria, teacher training-institutions often use theoretical and outdated curriculum with little emphasis on the acquisition of communicative language teaching (CLT) skills or content mastery. This does not adequately prepare teachers for work in basic and secondary schools. This chapter focuses on the potential of using professional community of learning to train pre-service teachers of English in CLT approaches. Two groups of teachers with similar pre-service training were evaluated during teaching practice, with one group being exposed to CLT approaches. Results suggest that pre-service teachers that were exposed to CLT approaches performed better in class than those who were not. Following these results, the potential for replication and integration into the national teacher-training curriculum in Nigeria is explored.

scholarly journals Intercultural Competence in ELT Contexts: A Study of EFL Teachers’ Perceptions

2019 ◽  
Author(s):  
Abdelhak Bouslama ◽  
Fawzia Bouhass Benaissi
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Teacher Educators ◽  
Language Teaching ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Theoretical Understanding ◽  
Efl Teachers ◽  
Cultural Mediators

Intercultural competence (IC) has been promoted by many educationalists as the most exalted type of competence in modern foreign language teaching (FLT). Among the difficulties to incorporate IC into FLT can be due to the fact that teachers may not have sufficient knowledge on the concept. To test this hypothesis, we attempt to answer the following question: how do Algerian English as a foreign language (EFL) teachers perceive the concepts of culture and IC as well as the objectives of the intercultural approach (ICA) in English language teaching (ELT) contexts? The present study proceeds to analyze teachers’ knowledge, perceptions and understanding of the concepts of culture, IC and the ICA and seeks to identify any potential deficiencies that may hinder effective IC teaching. The main aim of the study is then to help teacher trainers establish training programs that address more efficiently targeted teachers’ needs with regard to IC teaching. This paper will hopefully assist in improving the implementation of IC into FLT classrooms. Data were gathered through semi-structured interviews with eight teachers and then analyzed thematically. The findings revealed that many EFL teachers displayed a lack of theoretical understanding concerning the ICA and its objectives, which may well impact negatively on their IC teaching practices. Teacher educators therefore need to focus more on updating EFL teachers’ on both the theoretical and practical levels that learners are today expected to grow as cultural mediators equipped with a set of skills rather than as native-like proficient language users.

scholarly journals The New Requirement for Instructor Recruitment at School of Foreign Languages: What Do Administrators Think?

2021 ◽  
Vol 11 ◽  
Author(s):  
Erdem Aksoy ◽  
Derya Bozdoğan ◽  
Mümin Şen
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
English Language ◽  
Master's Degree ◽  
Language Teaching ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Foreign Languages ◽  
Graduate Degrees ◽  
Master’S Degree

In 2018, a legislative change -law number 2547- resulted in the adoption of the title "instructor", replacing "lecturers, specialists, translators, and education planners" for positions at the different departments of universities. This law also led to an adjustment in the instructor recruitment requirements. Correspondingly, the English language teaching instructors must have completed a master's degree to be hired to work at School of Foreign Languages (SFLs). This paper aims to uncover the opinions and suggestions of School of Foreign Language administrators about this change. This study shows that administrators approach the new requirement unenthusiastically due to the possible problems in hiring instructors. As an alternative criterion to a master's degree in ELT, administrators consider certification, teaching experience and graduate degrees in non-ELT programs. The results suggest that instructors be provided with professional development opportunities that merges theory into practice.

scholarly journals Exploring Professional Development from Brief Experiences: Case Studies of Secondary EFL Teachers in China

2016 ◽  
Vol 9 (12) ◽  
pp. 109
Author(s):  
Yuan Qingling ◽  
Yuan Qunhua ◽  
Wan Ying
Keyword(s):  
Professional Development ◽  
Social Context ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Common Knowledge ◽  
English Language Teaching ◽  
Professional Programs ◽  
Second Language Teacher Education ◽  
Efl Teachers

<p>The current situation of educational reforms since 1990s has brought up a booming demand of competent EFL teachers because of economic globalization and further opening-up policy in China. So it’s vital and significant to explore EFL teachers’ professional development in order to promote English language teaching. Based on the Constructivism Perspective in educational psychology and new trends in Second Language Teacher Education, this research focuses on six secondary EFL teachers’ critical incidents and narrates their brief experiences by deep interview and field notes. After categorized analysis through recurring themes, the discussions about four domains (i.e. learning experiences, knowledge &amp; beliefs, teaching practice and social context) are summarized below. These teachers have experienced pre-service &amp; in-service and formal &amp; informal learning that has different features. Secondly, they hold some common knowledge &amp; beliefs, which are always developing but fluctuate with realities. Next, their language teaching develops from initial to survival then to mastery and personalization, but each stage is distinctive in different situations. Social context facilitates or constrains their professional development, but their responses to it are various to seek personal and professional balance. In conclusion, it interprets five interactive factors in the process of teacher professional development: Normal education and professional programs play essential roles; Self-directed teaching &amp; school-based activities provide diverse paths; Perfection of language &amp; teaching serves as peculiar professional qualities; Love for students &amp; love for teaching functions as original driving force; Chinese social context works as potential external stimuli. Finally, it presents some feasible suggestions.</p>

scholarly journals English Language Teaching in KSA in Response to the COVID-19 Pandemic: Challenges and Positive Outcomes

2021 ◽  
pp. 147-159
Author(s):  
Reem A. Al-Samiri
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Positive Outcomes ◽  
Contributing Factors ◽  
Efl Teachers ◽  
E Learning

The pandemic of 2020 was a watershed moment for all educators worldwide as schools and universities were forced to close their doors to avoid the spread of COVID-19. Thus, a new movement towards widespread e-learning emerged with unknown consequences for learners and educators alike. The situation in Saudi Arabia was no exception. The purpose of this study is to explore how English as a foreign language (EFL) teaching and learning at the tertiary level in Saudi Arabia was impacted negatively and positively by the move to online learning. It reviews research published since the onset of the pandemic, with a specific focus on English language teaching at Saudi universities, to analyze the challenges faced by Saudi EFL teachers and learners since the shift to e-learning. One of the biggest challenges observed was students’ lack of motivation, which upon further review was found to be linked to other contributing factors, such as technological issues, inapt learning environments, and students’ mental health. This paper also examines the unforeseen positive outcomes resulting from the digital transformation, including the benefits of the flexibility of place and time and promotion of particular language skills. The current research synthesis will help contribute to the knowledge of online English teaching in the Saudi context.

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