scholarly journals 英語教師の成長を促す自己評価 チェックリストの提案 • Suggestions on Self-Evaluation Checklists for EFL Teachers in Japan

2015 ◽  
Vol 39 (5) ◽  
pp. 19
Author(s):  
Akihiro Mikami
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Professional Growth ◽  
Professional Competencies ◽  
Teaching Skills ◽  
Knowledge And Skills ◽  
Self Evaluation ◽  
Efl Teachers ◽  
Pedagogical Knowledge And Skills

This paper aims to develop and suggest self-evaluation checklists for English as a Foreign Language (EFL) teachers in Japan as a reflection tool for their professional development. The paper first reviews existing theoretical studies on EFL instructors’ professional competencies for creating a fundamental framework for the checklists. This framework consists of four parts: content knowledge and skills, pedagogical knowledge and skills, classroom teaching skills, and professional development knowledge and skills. Based on this framework, this paper develops self-evaluation checklists. It also discusses how they can be used to support EFL teachers’ professional growth on the basis of the results of trial surveys with follow-up interviews. The checklists are expected to help the teachers periodically reflect on their overall professional competencies and thus stimulate their growth as EFL instructors. However, the efficacy of the checklists will need to be tested through nationwide surveys of EFL teachers in Japan. 本論では、現職英語教師が自分自身の成長を図るために使用できる自己評価のための簡便なチェックリストを提案する。まず、先行研究に基づき英語教師の専門能力を考察し、1. 教科の知識・技能、2. 教科を教えるための知識・技能、3. 教科指導技術、4. 教師の成長に関する知識・技能からなる枠組みをまとめている。さらに、この枠組みに基づく自己評価チェックリストを作成し、試験的にそれを活用した結果を基にその活用法を考察している。本チェックリストの活用により、英語教師が自分の専門能力を定期的・総合的により簡単に振り返ることができ、その向上にも役立てることができるであろう。今後の課題としては、本チェックリストの有効性を検証するための全国的な調査とその効果的な活用法に関する研究を重ねる必要があるであろう。

scholarly journals Exploring Change in EFL Teachers’ Perceptions of Professional Development

2017 ◽  
Vol 19 (1) ◽  
pp. 22-42 ◽  
Author(s):  
Mohammad Mohammadi ◽  
Khaled Moradi
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Process ◽  
Development Programs ◽  
Teachers Perceptions ◽  
Development Framework ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Professional Development Programs

AbstractContinuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers’ perceptions could be a significant endeavor as teachers’ beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed to investigate this fundamental issue via establishing professional development workshops to train teachers in order to promote sustainable professional growth. It examined 86 EFL teachers’ beliefs and attitudes toward CPD before and after attending workshops for professional development. The data were collected through a questionnaire and a follow-up interview. Paired-samples t-tests were run to measure differences between responses of pre and post surveys. Moreover, raw frequencies and percentages were calculated in order to prioritize the items the teachers selected in each variable. The findings demonstrate that beliefs about CPD can change. Survey data collected before and after professional development workshops revealed a statistical significant shift in EFL teachers’ beliefs. This finding was also supported by semi-structured interviews. In addition, the results also revealed that the participants perceived customized professional development programs with professional development framework as a beneficial tool to be included in the professional development programs. The study may have some pedagogical implications to be utilized in the educational process directed at sustainable professional development.

Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region

RELC Journal ◽  
2019 ◽  
pp. 003368821987977 ◽  
Author(s):  
Mark B. Ulla
Keyword(s):  
Foreign Language ◽  
Native Speaker ◽  
Qualitative Content Analysis ◽  
Language Education ◽  
Teaching Experience ◽  
Cultural Backgrounds ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
Filipino Teachers

In response to the increase in demand for teachers of English in Thailand, many Filipino teachers are now working as English as a Foreign Language (EFL) teachers in Bangkok. This study explores the perceptions of 56 Filipino teachers about the conditions and challenges of being EFL teachers in Bangkok, Thailand. A modified questionnaire and an individual follow-up interview were used to collect the data. Likewise, a qualitative content analysis was performed on the data in the study. Findings revealed that teacher-participants held a positive view with regards to being EFL teachers in Bangkok. Some reasons why they came to teach in Bangkok include good salary rates, a chance to provide for their families’ financial needs, an opportunity to widen their teaching experience, and a chance to work with people from different cultural backgrounds. However, some professional and personal issues like the perceived lack of teachers’ professional development programmes, cultural differences, language barriers, and absence from family celebrations and other important occasions were also noted. The findings suggest that although the experience was generally positive, Filipino teachers encountered some personal and professional issues, including those which stemmed from their status as so-called ‘non-native speaker teachers’ (NNEST) of English.

scholarly journals Experience of Professional Development Strategies: Context of Nepalese EFL Teachers

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Kumari Damayanti Joshi ◽  
Laxman Gnawali ◽  
Mary Dixon
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
Foreign Language ◽  
Learning Strategies ◽  
Teaching Experience ◽  
Limited Resources ◽  
Positive Experience ◽  
Self Monitoring ◽  
Academic Qualification ◽  
Efl Teachers

Professional Development (PD) for teachers in developing countries isan emerging emphasis despite limited resources. Evidence regarding theteachers’ experiences of PD activities in developing countries, includingNepal, are not well known. This study aimed to identify and discuss PDstrategies employed by Nepalese English as a foreign language (EFL)teachers and experiences. The study employed a qualitative researchdesign for data collection among 45 EFL teachers recruited from 15 highschools and colleges across the districts of Kathmandu and Lalitpur. Dataon teachers’ age, gender, academic qualification, teaching experience (interms of number of years), and teacher training, their experiences aboutPD and the perceived benefits of the different learning strategies of PDwere collected using a questionnaire. The findings are presented in termsof the four main groups of PD strategies - self-directed, professionrelated,peer-supported and study-(research-) focused. We report that theNepalese EFL teachers have positive experience towards different PDstrategies. The EFL teachers have been benefited mostly from selfdirected(own teaching experience and self -monitoring), professionrelated (workshops, seminars and conferences), and peer-supported(learning from colleagues) PD strategies. The study recommends thatthere is a need for on-going PD activities for EFL teachers in Nepal.

scholarly journals Reverse mentoring and peer coaching as professional development strategies

2018 ◽  
Vol 20 (2) ◽  
pp. 162-169
Author(s):  
Nohora Inés Porras ◽  
Lenys Smith Díaz ◽  
Marlen María Nieves
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Peer Coaching ◽  
Pedagogical Practices ◽  
Pedagogical Tools ◽  
Theoretical Foundations

Presently, learning a foreign language is an essential academic requirement in several contexts, hence the importance and the need for effective teaching in this field at all educational levels starting with the first years of school. As a consequence, teaching and learning in elementary school is a key issue to success in the learner’s future language learning. However, at some public elementary schools in Colombia there are many factors that hinder this process. One of them is the fact that most of the teachers who are in charge of teaching English in elementary schools are not sufficiently trained to do this job (McNulty & Quinchía, 2007). For this reason, the aim of this study is to strengthen the pedagogical practices of the participating teachers. Guided by the theoretical foundations of peer coaching and reverse mentoring, this mixed-methods study examined strategies for professional development via results of an English test, class observations, questionnaires, focus groups, interviews, and journals. Findings show the effectiveness of the proposal in terms of the professional growth of the participants who exchanged teaching experiences and pedagogical tools within a mutual and trusting atmosphere. This helped them to enhance their knowledge about teaching a foreign language and test new teaching techniques and strategies to favor their students’ language learning. 

scholarly journals EFFICIENCY OF PROFESSIONAL ACTIVITY OF FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATION INSTITUTIONS IN THE CONTEXT OF SIOP MODEL

2021 ◽  
Author(s):  
Olha Demianenko ◽  
◽  
Rymma Maiboroda ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Foreign Language ◽  
Student Teachers ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Language Teachers ◽  
Professional Activity ◽  
Teaching Skills ◽  
Foreign Language Teachers

As the title implies, a scientific paper reveals the issue of an efficiency of professional activity of foreign language teachers in higher education institutions in the context of SIOP model. The problem of this study is that in spite of the stressed importance of teaching skills, student teachers lack many of the English as a foreign language (EFL) teaching skills which may have a negative impact on their teaching performance that in turn affects their teaching self-efficacy. The methods of applying SIOP model and the effect of using SIOP model on developing EFL student teachers’ teaching skills are studied. It is emphasized that among the multiple factors that affect students’ achievement is teacher effectiveness. Thus, the challenge remains to improve and promote the effectiveness of teachers in an effort to increase students’ academic achievement. The positive and negative aspects of the education shift towards SIOP model are identified, the principles of enhancing innovative educational process effectiveness are revealed. It is worth noting that any professional development of foreign language teachers in higher education institutions must address specific knowledge and attitudes that are relevant to teaching foreign language learners. Teachers need to understand basic constructs of the second language development, the nature of language proficiency, the role of the first language and culture in learning, and the demands that mainstream education places on culturally diverse students. There is growing evidence that professional development approaches that are guided by teacher input and that view teacher learning as continual and transformative makes higher education institutions a better place for students and staff. The results indicated that introduction of SIOP model has opened up a number of problems associated with the introduction of such training services. It is stressed that the factors of SIOP model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension. It should be stressed that the introduction of SIOP model in modern educational process opens up wide horizons and unlimited possibilities for the efficiency of professional activity of foreign language teachers in higher education institutions, which have yet to be studied and mastered by modern pedagogical science.

Video-stimulated reflection as a professional development tool in interactive whiteboard research

ReCALL ◽  
2011 ◽  
Vol 23 (3) ◽  
pp. 252-270 ◽  
Author(s):  
Euline Cutrim Schmid
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Interactive Whiteboard ◽  
Technology Professional Development ◽  
Written Narratives ◽  
Self Evaluation ◽  
Development Tool ◽  
Teacher Researcher ◽  
Technology Professional ◽  
Teacher Professional

AbstractSeveral authors (e.g., Mcniff & Whitehead, 2006; Wallace, 1998) defend the idea that teachers’ own involvement in research has the potential to encourage professional growth. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teachers’ reflective practice in teacher-researcher collaborative research. This paper discusses the use of video-stimulated reflection as both a research method and as a means for teacher professional growth. The research findings are drawn from a longitudinal study that investigates a model of Interactive Whiteboard (IWB) technology professional development programme. The research was carried out in the form of seven in-depth case studies with English as a Foreign Language (EFL) teachers in German secondary/vocational schools, as they learn how to integrate the IWB into their teaching. Research data were collected via a variety of research instruments, namely classroom observations and field notes, video recordings of school lessons and teacher training workshops, interviews and video-stimulated reflection. Findings based on the analysis of the copious amount of data gathered indicate that the video-stimulated dialogues were used by the teachers as effective opportunities for reflection, self-evaluation and pedagogical development.

scholarly journals The Attitudes of EFL Teachers in Jordan Towards Online Webinars as Professional Development Tools in Comparing with International EFL Teachers

2021 ◽  
Vol 29 (5) ◽  
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Quantitative Study ◽  
Descriptive Statistics ◽  
Online Questionnaire ◽  
Development Tools ◽  
Efl Teachers ◽  
The World ◽  
Facilitating Conditions

The aim of this study is to investigate the attitudes of English as a Foreign Language (EFL) teachers in Jordan towards using webinars as professional development tools in comparing with international EFL teachers. A quantitative study was conducted with (60) EFL teachers, (44) EFL teachers were from Jordan and (16) EFL teachers were from different countries around the world. An online questionnaire which is adapted from Emre’s thesis (2019) was distributed via WhatsApp and Telegram applications. The data has analyzed using descriptive statistics via SPSS statistics. This study was conducted in Amman- Jordan in (2020-2021). The results showed that female and males EFL teachers who have additional courses and who have attended webinars were positive towards using webinars as professional development tools and Jordanian EFL teachers revealed moderate attitudes in comparing with international EFL teachers. This study suggested to encourage Jordanian EFL teachers to attend webinars for professional development by supporting and facilitating conditions, reward teachers who attend webinars and conduct persistent research in order to have different experiences to support the results of the upcoming researches.

scholarly journals English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities

2021 ◽  
Vol 1 (1) ◽  
pp. 25-35
Author(s):  
Trinh Quoc ◽  
Le Thanh
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Pedagogical Knowledge ◽  
Teacher Competence ◽  
Willingness To Participate ◽  
Structured Interviews ◽  
Efl Teachers

<p style="text-align: justify;">This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers’ expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD.</p>

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 The Impact of Foreign Language Learning on Foreign Language Teaching

2021 ◽  
Vol 2020 (1) ◽  
pp. 73
Author(s):  
Claire Murray ◽  
Paul Mathieson ◽  
Francesco Bolstad
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Preliminary Results ◽  
Personal Experiences ◽  
Efl Teachers ◽  
The Impact

Can learning a foreign language make you a better foreign language teacher? This practice-oriented paper discusses the advantages of EFL teachers learning beginner-level French as a foreign language (FFL) for teacher development. In this paper, the authors, the teacher, a student, and the administrator of the FFL class, summarize the implementation and structure of this ongoing FFL class and describe the benefits and goals of the class for professional development. To better understand the efficacy of foreign language learning on EFL teaching, the authors consider how this class reflects current practices and research in the field of professional development. These reflections are further supported by the participants’ personal experiences collected through two qualitative class surveys. The preliminary results indicate that the FFL class was beneficial for those involved and helped the participants to improve personally and professionally; limitations and potential future improvements to the course are also discussed. 外国語を学ぶことによって教師はより良い外国語教師になれるのか？本研究では、教師の育成を目的として、初級レベルのフランス語（FFL）を学ぶことでもたらされる効果を検証した。本論では、FFLクラスの教師、学生、および管理者が進行中のクラスの実施状況と構造をまとめ、専門能力開発の為の利点と目標を論じた。。また、当該クラスの効果を検証するために、開講の狙いとクラスに対する2回の質的調査結果を比較し分析を行った。その結果、FFLクラスはすべての目標を少なくとも部分的に達成したという点で有益である一方、参加者の時間と作業負荷への影響が重大な課題であることが明らかになった。

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