Study on Strategy for Maritime English Teacher Professional Development Based on E-Learning Community

2013 ◽  
Vol 321-324 ◽  
pp. 3069-3072
Author(s):  
Tao Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Professional Development ◽  
Colleges And Universities ◽  
English Teacher ◽  
E Learning ◽  
Teacher Professional ◽  
Maritime English

Maritime English is one of the most important specialized courses in the maritime colleges and universities. Both the educational department and the maritime administration authority put forward a high requirement for the teachers. However, the Maritime English teacher professional development is relatively weak in China. For this point, this paper tries to introduce the e-learning community into Maritime English teacher professional development, and propose some ideas for the Maritime English teacher e-learning community in China.

scholarly journals CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES

2019 ◽  
Vol 3 (2) ◽  
pp. 34
Author(s):  
Suharyadi Suharyadi ◽  
Gunadi Harry Sulistyo ◽  
Sri Rachmajanti
Keyword(s):  
Professional Development ◽  
Empirical Evidence ◽  
Teacher Professional Development ◽  
Continuous Professional Development ◽  
English Teacher ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Professional Development Training ◽  
Teacher Professional

Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses are exerted to analyze the data collected. The findings suggest that a more down-to-earth reflective training as continuous professional development is in compelling need.

Mining the Edublogosphere to Enhance Teacher Professional Development

2017 ◽  
pp. 42-65
Author(s):  
Eric Poitras ◽  
Negar Fazeli
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Growth ◽  
Online Resources ◽  
Web Content ◽  
Community Members ◽  
Content Mining ◽  
Prerequisite Knowledge ◽  
E Learning ◽  
Teacher Professional

The rapid proliferation of Web 2.0 technologies during the last decade has led to online communities of learners, where members share prerequisite knowledge and skills to further professional growth. The educational affordances of blogs offer a wealth of online resources that can be mined in order to gain better understanding of community members and their contributions. In this chapter, we outline a web content mining technique to extract and analyze information from educational blogs, resulting in networks of online resources where content is linked in terms of the underlying semantic relationships. This type of representation is referred to as a network-based model, and has implications for e-learning personalization systems that seek to suggest similar content to those preferred by other learners. The applications of this method are discussed in terms of enhancing teacher professional development in the context of nBrowser, an intelligent web browser designed to support pre-service teachers in building lesson plans that integrate technologies in the classroom.

scholarly journals ENGLISH TEACHER PROFESSIONAL DEVELOPMENT IN INDONESIA: THE CHALLENGES AND OPPORTUNITIES

2019 ◽  
Vol 8 (1) ◽  
pp. 41
Author(s):  
Anchieta Ave Avillanova ◽  
Paulus Kuswandono
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teacher Professional Development ◽  
Junior High School ◽  
Student Assessment ◽  
Performance Standards ◽  
English Teacher ◽  
Challenges And Opportunities ◽  
Teacher Professional ◽  
The Government

This study investigates the challenges and opportunities of junior high school English teacher professional development in Indonesia. The objectives of the study are to examine the English teachers� challenges and needs to develop their TPD. This qualitative study employed questionnaire and in-depth interview as the main instruments for data collection. The findings revealed that the challenges of TPD related to, firstly, program timing as the program was carried out during working hours; and, secondly, lack of information about workshop schedule from the government (Education Office) because, geographically, some schools are located in remote areas. The study also explored the teachers� needs for TPD concerning student assessment, classroom management, knowledge and understanding of English, content of performance standards, giving instruction, ICT skills for teaching, teaching students with special learning needs, and school management and administration. Suggestion for further study concerns with the bottom-up approach of carrying TPD based on the teachers� real needs as opposed to given programs.

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