scholarly journals Factors Contributing to EFL Teachers' Professional Development in Indonesia

2016 ◽  
Vol 6 (1&2) ◽  
pp. 12-20
Author(s):  
Muhammad Amin ◽  
Ali Saukah
Keyword(s):  
Professional Development ◽  
Environmental Factors ◽  
School Leadership ◽  
School Facilities ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Personal Factors ◽  
Foreign Language Teachers ◽  
Supervisory System ◽  
Teachers Professional Development

This study was aimed at investigating factors contributing to English as a Foreign Language teachers’ professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of Education and the Ministry of Religious Affairs in three different regions in Indonesia. Findings of the study reveal that there are both personal and environmental factors identified as having contributed to an EFL teacher’s professionalism, both prior to and after their induction into EFL teaching. Prior to the induction, two of the personal factors were identified: an early interest in English and a high aptitude, although early exposure to English may also be considered an environmental factor. After induction, their professional development is affected by: the level of job satisfaction, commitment to their own learning and student learning, communication skills, and resilience as personal factors, and students, school facilities, teacher colleagues, curriculum change, school leadership, and the supervisory system as environmental factors.

The Theoretical Interpretation of EFL Teacher’s Professional Development from the Perspective of Sociocultural Theory

2017 ◽  
Vol 7 (11) ◽  
pp. 10591064
Author(s):  
Hui Shi
Keyword(s):  
Professional Development ◽  
Sociocultural Theory ◽  
Language Teachers ◽  
Theoretical Interpretation ◽  
Proximal Development ◽  
Foreign Language Teachers ◽  
Sociocultural Model ◽  
Efl Teachers ◽  
Core Concepts ◽  
Teachers Professional Development

The sociocultural theory offers a theoretical and methodological ways to explore the relationship between the macro-structure of sociocultural model and the micro-structure of individual context of EFL (English as a foreign language)teachers. It provides a unique perspective to investigate the dialogic processes on the construction of EFL teachers’ professional development. Thus, the article focuses on the four core concepts of sociocultural theory that mediation, internalization, the zone of proximal development and activity theory to interpretate the EFL teachers’ professional development.

Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Jaume Batlle ◽  
Paul Seedhouse
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Conversation Analysis ◽  
Language Teachers ◽  
Peer Observation ◽  
Foreign Language Teachers ◽  
Crucial Component ◽  
Specific Teaching ◽  
Teacher Professional ◽  
Teachers Professional Development

AbstractThe growing use of peer observation in teacher professional development has created an interest in understanding how it is carried out and what the benefits are. Post-observation feedback is a crucial component of peer observation practices. This study seeks to contribute to a better understanding of peer observation feedback in foreign language teacher’s professional development. Adopting a conversation analysis perspective, we aim to establish how the interactional infrastructure is developed between observers and observees after a negative assessment during peer observation feedback. The results show that, when the observer is assessing a specific teaching action negatively and the observee expresses alignment with the observer’s position, the observer adopts an affiliative stance through the use of his/her epistemic expertise in two ways: either putting his/her self in the shoes of the observee or, in other cases, expressing the affiliative stance by appealing to the epistemic community to which they both belong.

scholarly journals Foreign Internships as A Factor of Foreign Language Teachers’ Professional Development

2021 ◽  
Vol 14 (33) ◽  
pp. e15125
Author(s):  
Galina V. Tretyakova ◽  
Natalya V. Chernyishkova ◽  
Rosaria Rosaria Filone
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Survey Methods ◽  
Educational Process ◽  
Language Teachers ◽  
Educational Technologies ◽  
Foreign Language Teachers ◽  
Scientific Publications ◽  
University Employees ◽  
Teachers Professional Development

The aim of the study is to find ways to expand teacher efficacy by participating in foreign internships. Survey methods were used to collect the data from students. Descriptive statistics was used to examine the overall trends in foreign language teachers’ professional development. Thus, passing a training abroad leads to the development and improvement of language, professional, and cultural competencies of not only teachers, but also students; improving the skills of teachers, their motivation; increasing not only the prestige of the educational organization, but also the publication activity of university employees in world scientific publications; improving educational technologies. And most importantly, students, as direct participants of the educational process, are more than satisfied with their results. The article is of interest for the foreign language teachers.

scholarly journals Modern Trends in Continuous Professional Development of Foreign Language Teachers (On the Basis of the British Council Research)

2017 ◽  
Vol 7 (4) ◽  
pp. 89-97
Author(s):  
Olesia Sadovets
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Professional Learning ◽  
Continuous Professional Development ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
British Council ◽  
Professional Activities ◽  
Academic Achievements ◽  
Teachers Professional Development

Abstract Research conducted by the British Council concerning modern continuous professional development of teachers has been analyzed. The issue concerning foreign language teachers’ professional development has been considered. Productive approach to this process that gives a teacher the opportunities to define aspects of their professional activities that are in need of improvement and introduce appropriate strategies of their own professional development has been characterized. Direct connection between continuous teachers’ professional development and the level of students’ academic achievements has been stressed. Key characteristics of effective professional development have been defined, namely: being correspondent to actual needs of teachers and students; teachers’ involvement into the decision making concerning the content and the fulfillment of professional development; provision of cooperation and teachers’ experience exchange; collegiality presupposing common work of teachers and educational establishments in general; practicality, that is the fulfillment of professional development directly in the process of teachers’ work in class; obligatory character of professional development as indispensable part of teachers’ work; constant reflection and research; prioritizing academic achievements of students as the main stimulus for professional learning of teachers; continuity of professional development and its consideration not as separate forms of work. Modern widely used forms of teacher professional development have been analyzed, namely: self-education, common lessons planning with their further analysis; professional discussions concerning new teaching techniques and the appropriateness of their application; reflexive groups for teaching experience exchange and lessons analysis (video recording of lessons or students’ works), observation/attending teachers’ lessons with their further discussion in constructive form and without formal evaluation; participation in professional learning communities to solve urgent issues concerning school work and teachers’ professional activities; common work of teachers with curricula for detailed studying of problematic issues and their elimination; common teachers’ elaboration of learning materials for definite groups of students; participation in mentoring programs; work in online educational communities It has been proved that modern professional development of foreign language teachers shifts its focus from the competency of a teacher to the level of students’ academic achievements which is the direct indicator of a teacher’s competency.

Research on Construction Strategy of Seven Layers Model Based on the Combination of Hardware and Software and Information Technology

2013 ◽  
Vol 427-429 ◽  
pp. 2083-2088
Author(s):  
Rong Yuan Wang
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Foreign Language ◽  
Curriculum Reform ◽  
Teaching Method ◽  
Teaching Quality ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
New Era ◽  
Teachers Professional Development

With the introduction of frequent curriculum reform and information technology, it has changed the nature of foreign language teaching work to a certain extent. Foreign language teachers are shaken and overturned by the original teachers identity. Now foreign language teachers identity research has become the current hot topic in new era. This paper uses seven-layers model of educational service to analyze the current situation of foreign language teachers identity, then uses hardware and software to research on the training courses and teachers professional development community and other resources. Finally, the teaching method, school and district levels service facilities will be integrated into efficient teaching, in order to improve teaching quality. This method can solve the identity of the foreign language teachers professional development. At the same time, it also provides a certain degree of reference on other subjects teachers identity.

scholarly journals PURSUING FUTURE FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL DEVELOPMENT

2019 ◽  
pp. 30-35
Author(s):  
Tetiana Kolodko
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Language Teachers ◽  
Mobile Technologies ◽  
Foreign Language Teachers ◽  
Effective Professional Development ◽  
Theory To Practice ◽  
Teachers Professional Development ◽  
The Given

The study was aimed to determine the importance of pursuing professional development of foreign language teachers. Three approaches to professional development such as theory-to-practice, coaching/mentoring and reflection are identified. The scientists’ outlooks on the given issue are analyzed. Some recommendations for using mobile technologies in professional development are highlighted. Characteristics of effective professional development are substantiated in the study. Teachers’ effective professional development activities are outlined.

scholarly journals Perspectives for foreign language teachers’ professional development in the German-Polish border region

2021 ◽  
Vol 47 (2) ◽  
pp. 153-168
Author(s):  
Tomasz Lis ◽  
Marta Janachowska-Budych
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Language Teachers ◽  
Border Region ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Cross Border ◽  
Teachers Professional Development ◽  
Educational Potential ◽  
Cross Border Cooperation

The aim of the paper is to identify key areas as well as to offer an overview of significant topics that should be addressed within training for foreign language teachers, enabling them to use the educational potential of the German-Polish border region in intercultural foreign languages teaching. In order to achieve this goal, in the first part of the paper the main concepts of pupiloriented education in a border region will be described (i.e. cross-border cooperation, learner-orientation, region-orientation, participation, sustainability, and competence for successful living and communicating in a border region), as they give insights into the essential fields of knowledge and skills that should be aimed at in terms of teacher-oriented activities during the process of professionalisation. On this basis, in the second part of the article, concrete recommendations on priority topics within the professional development of foreign language teachers will be made, according to the specific educational potential of the German-Polish border region.

scholarly journals Realization of the principle of methodological complementarity in the context of foreign language teachers' professional development

KANT ◽  
2020 ◽  
Vol 37 (4) ◽  
pp. 397-400
Author(s):  
Artem Dubakov ◽  
Julia Olar ◽  
Marina Pushkareva
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Language Teachers ◽  
Organizational Forms ◽  
Foreign Language Teachers ◽  
Teachers Professional Development ◽  
Principle Of Complementarity

The analysis of functions of the principle of methodological complementarity in the frame of foreign language teachers' professional development was carried out in the article. The authors disclose terminological characteristics of the principle of complementarity and the principle of methodological complementarity, reveal the connections of the principle of methodological complementarity with methodological training and professional development of foreign language teachers. Further on, the variants of the principle of methodological complementarity realization in the frame of foreign language teachers' professional development, appropriate within several innovative organizational forms, are shown.

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