The Application of Information Technology in Modern English

2014 ◽  
Vol 644-650 ◽  
pp. 6153-6156
Author(s):  
Dao Ping Xu ◽  
Ying Li ◽  
Wei Hong Zhao ◽  
Gui Ying Cui
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Evaluation System ◽  
English Teachers ◽  
Learning Tools ◽  
Technology Application ◽  
English Teaching ◽  
Education Environment ◽  
Powerful Learning ◽  
Teachers Professional Development

According to the English teachers' professional development and evaluation system research, it is known that English teaching mode has been changed in advanced methods because of the development of information technology application. The information technology and English teaching can be effective integration with the college English teachers’ professional development, thereby creating a new teaching model which can strive for the best education effect and provide rich and colorful education environment and powerful learning tools for students' learning and development.

scholarly journals A probe into the Application ability of College English Teachers' Educational Information Technology in the Information Age

2019 ◽  
Vol 2 (3) ◽  
pp. 35
Author(s):  
YAN CHEN
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Information Age ◽  
English Teachers ◽  
Teaching Innovation ◽  
College English ◽  
Technology Application ◽  
English Teaching ◽  
Information Technology Application ◽  
Educational Information

 With the arrival of the age of large information data, the education also gradually tends to educate the information, which has forced the demand of the teachers' educational information technology application ability of the major universities and universities to be higher and higher. Therefore, in order to meet the needs of the development of higher education in the information age and to meet the needs of the college English teaching innovation, this paper will explore the application ability of the educational information technology of the college English teachers from various angles

scholarly journals The UN Sustainable Development Goals and Teacher Development for Effective English Teaching in Bangladesh: A Gap that Needs Bridging

2018 ◽  
Vol 20 (2) ◽  
pp. 118-138 ◽  
Author(s):  
Md Al Amin ◽  
Janinka Greenwood
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Teaching And Learning ◽  
English Teachers ◽  
Strategic Development ◽  
Secondary English ◽  
English Teaching ◽  
National Education ◽  
Development Goals ◽  
Training Programmes

Abstract This article takes up the opportunity offered by the United Nations’ Strategic Development Goals to examine provisions for the selection, recruitment, training and professional development of secondary English teachers in Bangladesh. Qualified and trained teachers are considered as essential to effect the changes in English teaching and learning planned in national education policy. Since the adoption of a communicative approach to language teaching, initiatives have been taken to train teachers to teach English in this approach, and particularly to use multimedia equipment in their teaching; however the adequacy of these provisions is questioned in existing research and in media debates. This article starts with a brief description of the education context, highlighting the global Strategic Development Goals and local secondary English teaching. A review of existing recruitment and professional development provisions for secondary English teachers follows. Then project-based training programmes, which are funded and managed by external donors and aid agencies, are critically examined. Finally emerging issues and recommended changes are discussed.

scholarly journals Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

2022 ◽  
Vol 14 (1) ◽  
pp. 470
Author(s):  
Joseph Meng-Chun Chin ◽  
Gregory S. Ching ◽  
Fides del Castillo ◽  
Tzu-Hsing Wen ◽  
Yu-Chen Huang ◽  
...  
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The Philippines ◽  
Technology Literacy ◽  
National Capital Region ◽  
Innovative Teaching ◽  
National Capital ◽  
Teachers Professional Development

Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.

An Investigation into Objective-based English Listening and Speaking Instruction

2017 ◽  
Vol 7 (5) ◽  
pp. 371
Author(s):  
Ying Pan
Keyword(s):  
Professional Development ◽  
Classroom Instruction ◽  
Professional Competence ◽  
Effective Instruction ◽  
English Teachers ◽  
Current Situation ◽  
College English ◽  
Instructional Objectives ◽  
Teachers Professional Development ◽  
Listening And Speaking

Based on the theories of instructional objectives, this research investigates the current situation of teachers’ attitude toward objectives, how English teachers design objectives and how they facilitate the attainment of objectives in College English listening and speaking class. This research aims to arouse teachers’ awareness of objectives in College English listening and speaking classroom instruction and restate the importance of objectives for effective instruction. Meanwhile, the investigation also aims to presents problems existing in teachers’ professional competence, especially in objective design before class and promotion in classroom instruction to provide clues for teachers’ professional development.

scholarly journals Professional Development of English Teachers at a State Islamic Senior High School in Palembang

2020 ◽  
Vol 5 (2) ◽  
pp. 471
Author(s):  
Rizki Fadhliyah ◽  
Soni Mirizon ◽  
Ismail Petrus
Keyword(s):  
Professional Development ◽  
Qualitative Case Study ◽  
Continuing Professional Development ◽  
English Teachers ◽  
The Internet ◽  
Scientific Publications ◽  
Case Study Design ◽  
The Poor ◽  
Teachers Professional Development

The objectives of this study were to investigate teachers’ professional development, the obstacles faced by the teachers, teachers’ efforts to resolve the obstacles, and school support for the teachers in continuing professional development. To reveal the phenomenon, qualitative case study design was used. This study combined observation, questionnaires, and interviews in data collection. English teachers, vice-principal of the curriculum, teachers who taught other subjects, and students who had been taught by the English teachers were the participants of this study. Findings revealed that English teachers’ professional development was good. The results also revealed that teachers’ scientific publications were in the poor category. Innovative works for both English teachers were in the average category. Lack of time and information were the obstacles faced by the English teachers in continuing professional development. Teachers attempted to resolve the obstacles by looking for information needed through the internet. They also had discussions with other teachers to gain information for their knowledge. The school frequently conducted some programs related to teachers’ professional development and allowed them to attend professional development activities held by other institutions.

scholarly journals Professional Survival in Teaching English in Indonesia

JET ADI BUANA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 101-113
Author(s):  
V. Luluk Prijambodo
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Career Advancement ◽  
English Teachers ◽  
Teaching English ◽  
English Teaching ◽  
Heavy Burden

Teaching English as a foreign language (TEFL) in Indonesia offers not only challenges but also reward. Some teachers perceive the challenges as the professional consequences for their determination to be English teachers. Such a perception leads them to the enjoyment and optimism toward their sustainable professional development or career escalation. Some others consider the challenges as such a heavy burden of life that they feel unmotivated to elevate their professional development. In this era of education standardization, teachers are faced with two dichotomous options: satisfying the standard optimally in order to deserve the professional rewards or benefits or just fulfilling it minimally and accordingly miss the career advancement and the professional reward. This paper shares the ideas of what English teachers need to do to survive professionally in their English teaching and gain the professional benefits offered.

scholarly journals Research on the Ethnic Minority English Teachers in Middle Schools’ Perplexity of Professional Development and Its Solution

2022 ◽  
Vol 13 (1) ◽  
pp. 156-160
Author(s):  
Hui Shi
Keyword(s):  
Professional Development ◽  
Ethnic Minority ◽  
Mother Tongue ◽  
Qualitative Interviews ◽  
English Teachers ◽  
Teaching Situation ◽  
The Social ◽  
Personal Level ◽  
Teachers Professional Development ◽  
Depth Interviews

This study makes an empirical study on the professional development of ethnic minority English teachers in middle school. Four ethnic minority English teachers of different ages who volunteer to participate in qualitative interviews are selected to conduct the in-depth interviews to analyze their professional development. According to the analysis of research results, it is found that the main puzzles of ethnic minority English teachers’ professional development are how to balance the gap between the content of teaching materials and the actual teaching situation; how to avoid the emergence of teaching tendency in teaching; how to realize the positive transfer of professional development in mother tongue cultural environment. Finally, the solutions are put forward to solve the confusion from the social level and personal level.

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