scholarly journals Teacher Professional Development Using Mobile Technologies in a Large-Scale Project

2012 ◽  
Vol 2 (4) ◽  
pp. 34-49 ◽  
Author(s):  
Prithvi Shrestha
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Professional Development ◽  
Large Scale ◽  
English Language ◽  
Developing Economies ◽  
Development Project ◽  
Mobile Technologies ◽  
Mp3 Players ◽  
Teacher Professional

Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This paper presents a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket’ that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. The paper, in particular, reports on the design and implementation of audio and video teacher professional development materials for MP3 players and mobile phones. It also highlights implications for similar projects intending to deploy mobile technologies.

Teacher Professional Development Using Mobile Technologies in a Large-Scale Project

2014 ◽  
pp. 505-520
Author(s):  
Prithvi Shrestha
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Professional Development ◽  
Large Scale ◽  
English Language ◽  
Developing Economies ◽  
Development Project ◽  
Mobile Technologies ◽  
Mp3 Players ◽  
Teacher Professional

Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This paper presents a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket' that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. The article, in particular, reports on the design and implementation of audio and video teacher professional development materials for MP3 players and mobile phones. It also highlights implications for similar projects intending to deploy mobile technologies.

scholarly journals The Potential of Mobile Technologies for (English) Language Learning in Nepal

1970 ◽  
Vol 16 (1-2) ◽  
pp. 107-113 ◽  
Author(s):  
Prithivi Shrestha
Keyword(s):  
Developing Countries ◽  
Language Learning ◽  
Teacher Professional Development ◽  
Language Learners ◽  
Mobile Phones ◽  
English Language ◽  
Mobile Technologies ◽  
English Language Learning ◽  
The World ◽  
Teacher Professional

Mobile technologies have proven to be beneficial to language learners in both developed and developing countries around the world. However, they do not seem to have been exploited for language learning in Nepal although they have already been used for other purposes and their use is rapidly growing. This article proposes a number of ways that mobile technologies, particularly, mobile phones, can be deployed for language learning and teacher professional development. A number of potential challenges are also discussed. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6134 NELTA 2011; 16(1-2): 107-113

scholarly journals ISSUES WITH EFFECTIVE DESIGN OF AN ESL TEACHER PROFESSIONAL DEVELOPMENT PROGRAMME IN SABAH, MALAYSIA

2018 ◽  
pp. 51-76
Author(s):  
WENDY HIEW ◽  
JILL MURRAY
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Large Scale ◽  
English Language ◽  
Language Teachers ◽  
Emotional Impact ◽  
Teacher Professional ◽  
English Language Teachers ◽  
Survey Interviews ◽  
The Impact

Abstract This study investigates English as Second Language teachers’ perceptions and the impact of the Professional Up-skilling of English Language Teachers programme, which was designed and conducted by the British Council Malaysia. A review of previous studies revealed a paucity of research focusing on large-scale, standardised teacher professional development programmes that involved English language teachers from both heterogeneous teaching levels (i.e. primary and secondary schools) and heterogeneous districts (i.e. urban and rural). The limited published studies available have been critical of this mode of professional development for a number of reasons, and the purpose of this study was to investigate these issues in the Malaysian context. A mixed methods explanatory sequential design was adopted, which utilised a questionnaire survey, interviews and focus group with the teachers and District English Language Officers. However, this article will focus on the qualitative findings. The findings reveal four major limitations of the programme: in the coursebook materials; negative emotional impact on the teachers, which compromised the potential benefits of the programme; selection of participants; and the amount of follow-up support. The findings have implication on programme designers and providers in designing future teacher professional development programmes. Keywords: Teacher professional development, English language teachers, standardised program, developing country, Malaysia.

Teacher Change in Elementary Science Instruction with English Language Learners: Results of a Multiyear Professional Development Intervention across Multiple Grades

2012 ◽  
Vol 114 (8) ◽  
pp. 1-42 ◽  
Author(s):  
Okhee Lee ◽  
Jaime Maerten-Rivera
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Teacher Professional Development ◽  
Language Learners ◽  
Teaching Practices ◽  
English Language ◽  
Classroom Observations ◽  
Development Intervention ◽  
Accountability Policy ◽  
Teacher Professional

Background Current classroom practices have largely been shaped by changing student demographics, including English language learners (ELLs), and evolving accountability policies. The teacher professional development intervention in this study takes place against this backdrop. Research Questions This study examined change in teachers’ knowledge and practices while they participated in a 5-year teacher professional development intervention designed to improve science instruction while supporting literacy development of ELLs in the context of accountability policy in science. The study also examined whether teacher change was associated with predictor variables. Setting and Participants The study involved all science teachers (a total of 198 teachers) in Grades 3–5 from six urban elementary schools in a large school district. Over the 5-year period of the study, each teacher could participate in the intervention for 3 years, although there were high rates of teacher mobility. Intervention A series of curriculum units was developed that constituted the entire science curriculum for Grades 3–5 and replaced the district-adopted curriculum in the six participating schools. Over their 3-year participation in the intervention, teachers could attend a total of 14 full-day workshops during the summers and throughout the school years. Research Design The study used a longitudinal design over the 5-year intervention with a treatment group consisting of six elementary schools. Data Collection and Analysis Both questionnaire and classroom observations were used to measure reform-oriented practices in science and English for speakers of other languages (ESOL)/bilingual education in the following areas: (a) teacher knowledge of science content, (b) teaching practices to promote scientific understanding, (c) teaching practices to promote scientific inquiry, and (d) teaching practices to support English language development. During the 3-year period of their participation, teachers completed the questionnaire prior to beginning the intervention and at the end of each school year and were observed once in the fall and once in the spring each year. A series of multilevel models was used to examine change in the questionnaire and observation scales. Conclusions The results from the questionnaire (what teachers reported) and classroom observations (what teachers were observed doing) indicated some improvements in teachers’ knowledge and practices in teaching science to ELLs over the intervention. Grade taught was the most pronounced predictor variable and distinguished the fifth grade, the grade at which science counted toward the state accountability policy. Despite improvements, teachers’ knowledge and practices generally did not meet the goal of reform-oriented practices.

scholarly journals The Professional Development of English Language Teachers in Colombia: A Review of the Literature

2019 ◽  
Vol 1 (21) ◽  
pp. 89-102 ◽  
Author(s):  
Ximena Paola Buendia ◽  
Diego Fernando Macías
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
Empirical Studies ◽  
Integrated Approach ◽  
Language Teachers ◽  
Future Research ◽  
Teacher Professional ◽  
English Language Teachers

This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.

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