Teachers&#39; Professional Development in the Digitized World

English Language ◽

Learning Experience ◽

Theoretical Background ◽

Language Teachers ◽

Personal Meanings ◽

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

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch053 ◽

2016 ◽

pp. 1118-1128

Author(s):

Emsal Ates Ozdemir ◽

Kenan Dikilitaş

Keyword(s):

English Language ◽

Learning Experience ◽

Theoretical Background ◽

Language Teachers ◽

Personal Meanings ◽

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

Medical Education and Ethics ◽

10.4018/978-1-5225-0978-3.ch062 ◽

2017 ◽

pp. 1384-1394

Author(s):

Emsal Ates Ozdemir ◽

Kenan Dikilitaş

Keyword(s):

English Language ◽

Learning Experience ◽

Theoretical Background ◽

Language Teachers ◽

Personal Meanings ◽

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.

Innovative Professional Development Methods and Strategies for STEM Education - Advances in Higher Education and Professional Development ◽

Teachers' Professional Development in the Digitized World

10.4018/978-1-4666-9471-2.ch007 ◽

2016 ◽

pp. 115-125

Author(s):

Emsal Ates Ozdemir ◽

Kenan Dikilitaş

Keyword(s):

English Language ◽

Learning Experience ◽

Theoretical Background ◽

Language Teachers ◽

Personal Meanings ◽

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.

Exploring English-language teachers’ professional development in developing countries: cases from Syria and Pakistan

Professional Development in Education ◽

10.1080/19415257.2011.649986 ◽

2012 ◽

Vol 38 (4) ◽

pp. 589-611 ◽

Cited By ~ 5

Author(s):

Ruba Dayoub ◽

Ayesha Bashiruddin

Keyword(s):

Developing Countries ◽

English Language ◽

Language Teachers ◽

Teacher Development: Strategies and Perception

Saptagandaki Journal ◽

10.3126/sj.v8i0.18464 ◽

2017 ◽

Vol 8 ◽

pp. 69-78

Author(s):

Padam Lal Bharati ◽

Subas Chalise

Keyword(s):

Teacher Development ◽

English Language ◽

Development Strategies ◽

Language Teachers ◽

Efl Teachers ◽

English Speaking ◽

Teachers Professional Development ◽

Clear Idea

Aspects of teachers’ professional development in general and EFL teachers in non-English speaking countries in particular are issues that warrant constant research. Although these are widely researched areas internationally, within Nepal grounded professional development studies have been sparsely carried out. A considerable section of practicing English language teachers has no clear idea of the issue although it directly concerns themselves. Against this backdrop, this article explores some EFL teachers’ perception on the concept of teacher development in a relatively sophisticated centrally located town of Nepal.The Saptagandaki Journal Vol.8 2017: 69-78

Implemented Activities of English Language Teachers’ Professional Development: A Case Study in Hong Linh Province in Vietnam

The International Journal of Adult Community and Professional Learning ◽

10.18848/2328-6318/cgp/v26i02/27-41 ◽

2019 ◽

Vol 26 (2) ◽

pp. 27-41 ◽

Cited By ~ 1

Author(s):

Hai-Ngoc Tran ◽

Hong-Thu Thi Nguyen

Keyword(s):

English Language ◽

Language Teachers ◽

English Language Teachers’ Professional Development and Identities

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v16n1.38153 ◽

2014 ◽

Vol 16 (1) ◽

pp. 49-62 ◽

Cited By ~ 6

Author(s):

Alberto Mora ◽

Paulina Trejo ◽

Ruth Roux

Keyword(s):

English Language ◽

Language Teachers ◽

Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment

HOW ◽

10.19183/how.28.3.673 ◽

2021 ◽

Vol 28 (3) ◽

pp. 78-92

Author(s):

Frank Giraldo

Keyword(s):

English Language ◽

Teacher Educators ◽

Language Assessment ◽

Language Teachers ◽

Assessment Literacy ◽

The Status ◽

Definition Of ◽

At some point, language teachers need to be engaged in language assessment in their profession. Because language assessment is such a primary task for teachers, the field of language testing is encouraging research around the knowledge, skills, and principles that are foundational for sound assessment. In this paper, I provide a definition of Language Assessment Literacy (LAL), especially when it comes to teachers, by reviewing existing models. I then discuss ongoing issues in this area and end the paper by offering language teacher educators suggestions for fostering LAL among pre- and in-service teachers. In the article, I argue that, if more LAL initiatives take place, we are collectively raising the status and nature of language assessment and its impact on teachers’ professional development.

Analysis of the Problems in Language Teachers’ Action Research

International Education Studies ◽

10.5539/ies.v10n11p123 ◽

2017 ◽

Vol 10 (11) ◽

pp. 123 ◽

Cited By ~ 1

Author(s):

Ligang Han

Keyword(s):

Action Research ◽

Teaching And Learning ◽

English Language ◽

Collaborative Action Research ◽

Language Teachers ◽

Action Research Project ◽

In-service language teachers’ professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers’ professional development. This article reports a case study of in-service English language teachers doing action research within a collaborative action research project. The focus of the case study is upon investigating the problems and difficulties that English language teachers encounter in doing action research and some solutions to the problems are provided. This research sheds light on the practice and application of educational action research.