EVALUATION OF THE ENGLISH LANGUAGE TEACHING PROGRAM OF THE FACULTY OF EDUCATION, UNIVERSITY OF BENGHAZI USING THE PEACOCK MODEL: TOWARDS QUALITY EDUCATION

<p>The English Language Teaching (ELT) is a theory and practice of English teaching and learning for the welfare of the non-native students whose language is not English. It is an English language degree in exploring the application of the language development and current practice in teaching and testing. The study aims to identify the aspects of the English Language Teaching (ELT) and how do the aspects of the English Language Teaching (ELT) program should be maintained and improved based on the Peacock’s Model and Evaluation. The study employs the quantitative and qualitative descriptive research design and method. The study comprised seventeen (17) alumni of the Faculty of Education, English Department, University of Benghazi, Libya as these participants had experienced the evaluation of the English Language Teaching program to be maintained and to be improved in the Faculty of Education. Purposive sampling is utilized in the study because it is non-probability which is known as judgmental, subjective, and selective sampling. Results show that participants are encouraged to be a reflective teacher when they start teaching and taught to evaluate themselves as a teacher which is vital and important in ELT profession in the Faculty of Education and in English as a Foreign Language, show to promote flexibility in using different teaching practices in different situation and classroom management skills in terms of participation, show that there is adequate training and teaching skills and balances of teacher-centered and student-centered learning on its courses in ELT in terms of experimentation, show to avoid overlapping information between different courses and are ready to teach ELT of the program in the university in terms of application, and show that participants are encouraged to reflect on their past experiences as a language learners and are encouraged to be a reflective teacher in their teaching process in terms of cooperation.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0863/a.php" alt="Hit counter" /></p>

Estudos Sobre o Desenvolvimento Profissional de Professores

ResumoCom o intuito de identificar aproximações com a pesquisa intitulada que está sendo desenvolvida por uma aluna no Doutorado em Ensino, foi realizado um levantamento bibliográfico para conhecer que tipos de estudos estão sendo efetivados com temas relacionados a esta investigação. Com o objetivo realizar uma revisão sistemática em pesquisas que descrevem intervenções com o foco na “formação de professores”, “desenvolvimento profissional”, de modo a identificar como essa associação tem sido tratada na literatura Realizou-se uma busca nas revistas classificadas com A1 no Portal de periódicos da Capes no período de 2013 a 2018, selecionando os títulos que se aproximavam com os temas discutidos nesta pesquisa: “formação de professores” e “desenvolvimento profissional”. Com a análise dos artigos, percebeu-se a necessidade de pesquisas com período maior de formação, buscando formar um professor reflexivo, preocupado em aprimorar sua prática pedagógica, a importância da participação do grupo de professores, a troca e compartilhamento de ideias e atividades, além de alguns apontamentos como em relação a durante dos momentos de formação que podem ser importantes para a constituição de uma formação continuada que busca o desenvolvimento dos professores participantes. Palavras-chave: Desenvolvimento Profissional. Formação de Professores. Prática Pedagógica. Estudo Bibliográfico. Abstract: In order to identify similarities with the research entitled that is being developed by a student in the Doctorate in Teaching, a bibliographic survey was carried out to find out what types of studies are being carried out with themes related to this investigation. In order to carry out a systematic review of research that describes interventions with a focus on "teacher training", "professional development", in order to identify how this association has been treated in the literature. A search was made in journals classified with A1 in the Capes journals portal from 2013 to 2018, selecting the titles that approached the topics discussed in this research: “teacher training” and “professional development”. With the analysis of the articles, there was a need for research with a longer period of training, seeking to train a reflective teacher, concerned with improving his pedagogical practice, the importance of the participation of the group of teachers, the exchange and sharing of ideas and activities, in addition to some notes such as in relation to during the training moments that may be important for the constitution of a continuing education that seeks the development of the participating teachers. Keywords: Professional Development. Teacher Training. Pedagogical Practice. Bibliographic Study.

A Temática da Formação de Professores nas Produções Acadêmicas em um Programa de Pós-Graduação do Contexto Amazônico

Este artigo apresenta o resultado da investigação do Estado do Conhecimento relativo a temática formação de professores (inicial e continuada) na perspectiva do professor reflexivo e pesquisador nas dissertações e teses defendidas no período de 2014 a 2018 no Programa de Pós-Graduação em Educação – PPGE – da Faculdade de Educação – FACED - da Universidade Federal do Amazonas - UFAM. O trabalho foi inspirado a partir da preocupação da relação entre reflexão, pesquisa e prática docente durante aulas na disciplina Formação do Educador: Tendências, Perspectivas e Novas Abordagens Obrigatória, da linha de pesquisa Formação e Práxis do Educador Frente aos Desafios Amazônicos, já que o Programa tem como foco principal a formação e qualificação dos profissionais para o exercício do magistério e da pesquisa. Consistiu em pesquisa documental, adotando-se uma abordagem qualitativa, cujos dados para o levantamento e análises, utilizou-se o Catálogo de Teses da Capes que contém os resumos das 99 dissertações e teses que foram inventariados na área da Educação nos últimos cinco anos. Os resultados demonstram que um quinto das produções acadêmicas do PPGE/UFAM abordam a temática da formação de professores, porém não havendo nenhum destaque para as dimensões epistemológicas dos conceitos professor reflexivo e pesquisador. Como sugestões, destacamos a possibilidade de que aprofundamento epistemológicos dos conceitos de professor reflexivo e pesquisador sejam presentes nas futuras produções acadêmicas. Palavras-chave: Formação de Professores. Professor Reflexivo. Professor Pesquisador. UFAM. AbstractThis article presents the result of the State of Knowledge investigation on the theme of teacher education (initial and continuing) from the perspective of reflective teacher and researcher in dissertations and theses defended from 2014 to 2018 in the Graduate Program in Education - PPGE. - Faculty of Education - FACED - Federal University of Amazonas - UFAM. This paper was inspired from the concern of the relationship between reflection, research and teaching practice during classes in the Educator Training: Trends, Perspectives and New Approaches subject, from the Educator Training and Praxis research line in front of the Amazon Challenges, since the Program focuses on the training and qualification of professionals for teaching and research. It consisted of documentary research, adopting a qualitative approach, whose data for the survey and analysis, we used the Capes Thesis Catalog that contains the summaries of 99 dissertations and theses that were inventoried in the area of Education in the last five years. The results show that one fifth of the academic productions of PPGE / UFAM address the theme of teacher education, but there is no emphasis on the epistemological dimensions of the concepts reflective teacher and researcher. As suggestions, we highlight the possibility that epistemological deepening of the concepts of reflective teacher and researcher may be present in future academic productions. Keywords: Teacher Training. Reflective Teacher. Researcher Teacher. UFAM.

I, tutor - a monologue of a reflective teacher, or how to properly understand his role

Tutoring is not only theoretical assumptions, but also the practical dimension of the relationship between the tutor and the student. The final result depends on the quality of this process, if a student who not only possessed knowledge but also took over the tutor’s attitude towards many issues, including the way of life. The study will show reflections on the practical use of the tutorial with general conclusions resulting from the tutorial educational work.