scholarly journals Role of MOOCs in Pakistani English Teachers’ Professional Development

2018 ◽  
pp. 33-54
Author(s):  
Ayesha Perveen
Keyword(s):  
Professional Development ◽  
English Language ◽  
Online Courses ◽  
English Teachers ◽  
English Language Teaching ◽  
Massive Open Online Courses ◽  
Face To Face ◽  
University Teachers ◽  
Teachers Professional Development

The paper takes up one of the least researched areas in Pakistan i.e. the role of Massive Open Online Courses (MOOCs) for professional development in general and the capacity building of English teachers in particular. Although MOOCs are getting popular in Pakistan, the majority is still unaware of the concept especially those who teach in traditional face-to-face mode. As many second language University teachers have not attended any MOOCs, convenience sampling was used for data collection. Only 32 respondents completed the questionnaire. The reliability of the questionnaire on Cronbach alpha was 0.83. The results show that the number of Pakistani English teachers responding to the survey who attended MOOCs either partially or completely, was very low. Therefore, of course, the number of MOOCs attended by each was also very low. However, whoever attended and whichever MOOCs were attended, the teachers found them quite beneficial for their overall professional development, be it language improvement or teaching skill set development. The researcher recommends the use of MOOCs in classrooms which is only possible if more English Language Teaching MOOCs are available and teachers attend a variety of MOOCs. The researcher also highlights the need to develop Pakistani MOOCs with a national flavour.

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

scholarly journals English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach

2016 ◽  
Vol 2 (1) ◽  
pp. 54 ◽  
Author(s):  
Kyria Finardi ◽  
Roberta Leao ◽  
Livia Melina Pinheiro
Keyword(s):  
English Language ◽  
Integrated Approach ◽  
English Teachers ◽  
English Language Teaching ◽  
Language Policies ◽  
Teachers Beliefs ◽  
Teaching Learning ◽  
Globalized World

<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>

scholarly journals PRIMARY ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT DURING COVID19 PANDEMIC: A PRELIMINARY RESEARCH

2021 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Wiputra Cendana ◽  
Yonathan Winardi
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
External Support ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Home Based

There have been many ways offered as professional development (PD) for language teachers as well as conferences discussing its trends and alternatives. However, the world is facing CoVid19 pandemic that changes the context and media of English language teaching and learning in primary classrooms at present. Therefore, there is a need for novice teachers to be equipped by ways and opportunities in professional development that suit with the existing context and available media to apply PD. A preliminary cross-sectional survey was done in late July 2020 to get feedback on the ways primary English teachers of two private schools in West Jakarta did professional development. Possible solutions and opportunities are offered to assist them having a sustainable and meaningful professional development in the future during home-based learning (HBL) due to CoVid19 pandemic.The conclusion of the research is the primary English teachers have done various PD ways and need internal and external support from the school and local government mainly in the infrastructure, in order to provide the best possibility of the new learning experience with the students in the online classroom.    

scholarly journals Reflective Practice: its Contributions for Initial Pre-service Teachers and Further Teachers’ Professional Development

2021 ◽  
Vol 2 (2) ◽  
pp. 102-116
Author(s):  
Muhamad Ahsanu
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Research Method ◽  
English Language ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Language Teachers ◽  
English Language Teaching ◽  
Library Research ◽  
Teachers Professional Development

This article deals with the notion of reflective practice (RP) and how it may contribute to the professional development in teacher education programs especially for pre-service teachers and in-service teachers within the context of Indonesia. It aims to explore and explain the stance and features of RP and how it can serve to help both pre-service and in-service teachers improve their teaching quality and develop their teaching professionalism, especially those involved in English language teaching (ELT). This article examines the feasibility of this concept to be applied in Indonesian pedagogical contexts. Being widely accepted as an empowering teaching mode practice in most parts of the world, this RP plays a central role in triggering teachers' professional development, leading the teachers to be self-learning, autonomous learning, self-evaluating, and problem-solving-oriented practitioners. The research method used in this article is library research, through which the standpoint and characteristics of RP are explored and disclosed, and RP's potential can be maximized systematically. This library research method is realized based on the five research problems posed in this article. The same data on RP were extracted from research articles and textbooks on RP. The main findings suggest such aspects as the conceptualization of RP, defining features of RP practitioners, benefits teachers can gain from RP, and potential contributions of RP for both pre-service and in-service teachers' teaching competence and continual professional development. Hence, this RP article potentially provides a meaningful paradigm for language teachers and enriches their pedagogical repertoire.  Thus, this article brings about two important notes. First, it theoretically portrays how RP can meaningfully affect the efficacy of ELT practice in Indonesia. Secondly, it fundamentally sets out RP conceptualization as the basis for professional teaching practice through continuous learning and development. That is, learning to develop through a critical self-evaluation of teachers' teaching practice

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.

Teachers' Professional Development in the Digitized World

2016 ◽  
pp. 145-154
Author(s):  
Emsal Ates Ozdemir ◽  
Kenan Dikilitaş
Keyword(s):  
Professional Development ◽  
English Language ◽  
Learning Experience ◽  
Theoretical Background ◽  
Language Teachers ◽  
Constructivist Learning Theory ◽  
Personal Meanings ◽  
English Language Teachers ◽  
Teachers Professional Development

Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.

Teachers' Professional Development in the Digitized World

2016 ◽  
pp. 681-691
Author(s):  
Emsal Ates Ozdemir ◽  
Kenan Dikilitaş
Keyword(s):  
Professional Development ◽  
English Language ◽  
Learning Experience ◽  
Theoretical Background ◽  
Language Teachers ◽  
Constructivist Learning Theory ◽  
Personal Meanings ◽  
English Language Teachers ◽  
Teachers Professional Development

Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.

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.

scholarly journals Immersing Islamic Value in English Language Teaching: A Challenge for English Teachers

2020 ◽  
Vol 5 (1) ◽  
pp. 47
Author(s):  
Wahyu Indah Mala Rohmana
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
English Teachers ◽  
English Language Teaching ◽  
Descriptive Research ◽  
Library Research ◽  
Qualitative Descriptive ◽  
Islamic Values

Recently the issue of integrating religion view into all life aspects has emerged rapidly. It has something to do with building especially children’s character since they were a child. Moreover, cases of students who lack of norms and attitudes are growing immensely. Hence, the integration of religion in this case Islamic value into all subjects at school is urgently needed. In English Language Teaching (ELT), immersing Islamic value has been constrains by English Teachers because of the limitation of knowledge. Therefore, this paper presents and discusses the values and ethics in Islam its forms and sources. It shades more lights on the infusion of Islamic values and ethics in ELT, the role of teachers, challenges faced in embedding Islamic values into English materials. This paper uses qualitative descriptive research. Library research was used by taking into account some journals and sources related with instilling Islamic values in English teaching. The data then is explained by using descriptive analysis. Finally, this study concludes with some recommendations for tracking the challenges such as inserting exercise with Islamic values in the English topics, using Islamic names for person, event or places, connecting the relevant verse of Holy Book or using it as the material to be translated and using English books containing Islamic messages.

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