scholarly journals Supporting English As a Second Language (ESL) Teachers’ Professional Development Through Multi-Platforms’ Online Affinity Space

2020 ◽  
Vol 14 (09) ◽  
pp. 258
Author(s):  
Abdul Hakim Ali Bin Abdul Aziz ◽  
Wan Zhafirah Binti Wan Zainudin ◽  
Radzuwan Ab Rashid
Keyword(s):  
Professional Development ◽  
English Language ◽  
English Language Teaching ◽  
Dissemination And Implementation ◽  
Esl Teachers ◽  
Language Curriculum ◽  
The Public ◽  
Affinity Space ◽  
Teachers Professional Development ◽  
General Topic

<p class="Abstract">This paper narrates the use of multi-platforms’ online affinity space called Teacherfiera.com to support ESL teachers’ professional development. Teacherfiera.com utilizes three online platforms which are BlogSpot, Facebook Group and Telegram Group that works in parallel with each other. Each platform is readily available to be used for free by the public and provides contextualized personal as well as group interactions. These platforms which have been integrated into Teacherfiera.com also work as a bank for English Language Teaching materials which are accessible 24/7 and allows users to respond to specific materials or engage in a general topic of discussion. The creation of Teacherfiera.com started as a response towards the need for teachers’ support in the dissemination and implementation of the new CEFR-aligned English Language Curriculum.</p>

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.

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 Teachers’ Experience in Curriculum Implementation: An Investigation on English Language Teaching in Vocational Colleges in Malaysia

2017 ◽  
Vol 9 (4-2) ◽  
Author(s):  
Sanitah Mohd. Yusof ◽  
Dalila Syazana Zainuddin ◽  
Abdul Rahim Hamdan
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interview ◽  
English Language Teaching ◽  
Esl Teachers ◽  
Language Curriculum ◽  
Research Findings ◽  
Vocational Colleges ◽  
Positive Feelings

This qualitative research aimed to explore teachers’ experience in the implementation of the new English language curriculum in Malaysian vocational colleges. The research’s focus is on English as a Second Language (ESL) teachers’ perceptions on the new English language curriculum and its implementation, ESL teachers’ strategies in implementing the new English language curriculum, and the problems and challenges that they face in implementing the new English language curriculum. A full qualitative research paradigm was employed using a phenomenology design, where 6 ESL teachers from Negeri Sembilan participated to share their insights on the research topic. The research used purposive sampling method, and the participants were selected based on research location. The research instrument used to collect the data was a semi-structured interview administered via Facebook video call and recorded with Callnote application software. This approach was chosen for its feasibility and cost-saving nature. Research findings show that ESL teachers are receptive of the curriculum change and most of them understand the new curriculum well. They have positive feelings towards it despite acknowledging negative curriculum aspects, having curriculum concerns and dealing with problems and challenges. Teachers recommended for proper training and support in order to improve the teaching and learning process in ESL classroom. The implications of the research findings have been outlined and highlighted, followed by several suggestions for the stakeholders involved, including ESL teachers, policymakers, training division, and vocational college administrators. 

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 Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

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