Professional Development In English Language Teaching A Teachers View (original) (raw)
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American Journal of Education and Technology (AJET), 2022
This research made use of a phenomenological approach to understand profoundly the lived experiences of language teachers towards professional development and optimizing their teacher factors. It aimed to highlight the views of English teachers regarding the teacher factor and professional development, the barriers they encounter in English language teaching, and the ways where they could improve themselves as professional teachers. This qualitative study made use of remote interviews via zoom in analyzing the professional development activities employed by English teachers and the other facets connected to them during the school year 2022-2023. Fifteen (15) English teachers teaching in SUCs or Private HEIs were chosen to be the participants of the study. Semi-structured open-ended questions were asked. Data were manually organized and structured from the interviews and thorough scrutiny of themes and identification of essential features were conducted. It was found that teachers' ongoing reflection, evaluation, and analysis of their own practices are necessary elements of their professional development as these can support them to construct new teaching theories and improve their performances. Therefore, optimizing the teacher factor must be every teacher's hunger, concern, and intended purpose. Such development does not only depend on formal learning, but it can also be self-initiated by teachers.
The Issues of English Teachers’ Professional Development
Dirasat: Human and Social Sciences, 2021
This research concerns with the issues of professional development faced by English teachers in Aceh, Indonesia. Teachers must enrich knowledge and awareness of their professional development for their careers. It is also imperative for schools and policymakers to host more continuous programs that can increase teachers' quality and ability. Data were collected from 92 English teachers using a questionnaire and the results were analyzed by using a simple percentage formula. The results showed that there were six issues posed by the teachers. They concern with the programs most participated by teachers for their development, the programs with the most influence, the incentives they receive for participating in these programs, the informal programs that they can do on their own and their impact on their professional life as a teacher, the topics that require enhancement in the future development program planning, and finally, the reasons that can prevent teachers from participating in these development programs. English teachers' professional development should be improved by government programs so that the teachers' pedagogical theories and practices can be fully developed, studied, and evaluated for greater improvement of the country's education system.
Professional Development: English Teachers’ Perception
2020
The research aims to: 1) explore the description of perception of English teachers in SMAN 1 Karangrejo on the professional development, 2) describe the English teachers ‟perception on their professionalism after taking professional development, and 3) describe English teachers ‟professionalism after taking professional development.The research was conducted in SMAN 1 Karangrejo Tulungagung. The subject of this reserach are three English teachers at the school. The research uses qualitative method research in the form of case study. The researcher used interview, observation, and document analysis as the strategy for collecting data.The results are: 1) all the three teachers in this research had been taking professional development before. They all agreed to the idea that professional development was an ongoing process to teach in the classroom according to the lesson plan, 2) conducting professional development supplied a lot of advantages for the three teachers. They thought th...
Teacher Professional Development: The Story of English Teacher's Beliefs and Practices
ELS Journal on Interdisciplinary Studies in Humanities, 2020
Teacher professional development is often seen as the key to powerful education improvement. Therefore, teachers are expected to experience continuous professional development to keep abreast with the endless change taking place in the education routines. This study revealed the teacher’s beliefs and practices regarding with teacher professional development activities. Using qualitative study, mainly through written guided reflection and interview, this investigation resulted in two important findings. The first dealt with the teacher’s strong and positive beliefs toward teacher professional development activities and the other revealed the teacher’s exemplary practices. Hence, this research gives the implication for the teachers to always be involved in life-long endeavor to maintain the professionalism.
This paper posits that professional development for language teachers has become an essential element to encourage teachers to maintain the curiosity of teaching, identify significant interests in the teaching and learning process, and seek dialogue with experienced colleagues as a source of support in the analysis of classroom situations. A teacher doing continuing professional development is very much needed to achieve better nature of language teaching performance in the classroom and to become more effective language teacher.
—Language teachers need opportunities to enhance and update their language teaching skills. Current researches in English language teaching methodologies have proved that teachers who stay up to date with latest teaching techniques are always efficient. They always need to be trained and aware of how they can continue being effective teachers and cope with relative challenges such as students' low level of language proficiency, large number of students in class at a time and longer teaching hours. Hence the sole objective of the present research is to evaluate the effectiveness of Professional Development Program (PDP) of Taif University. Seeking for this objective, the researcher collected the data through a questionnaire from the participating teachers both males (50) and females (50). The survey was based on five principles drawn by Loucks-Horsley, et al. (2010). The respondents acknowledged the utility and importance of continuous up gradation of their professional development and leadership skills. They also acknowledged that PDP provides learning opportunity for them. Furthermore they regarded PDP in line with the TU-ELC mission, goal, and objectives. However, they expressed constraints regarding experimentation of new instructional practices, continuous support and follow-up activities, and a research base similar to the ELC situation, community and context.
Education research and perspectives, 2018
Professional development is widely recognised as an essential path to promoting quality teaching and learning, but ‘effective’ professional development is dependent on core features such as duration, relevance and active teacher participation, all of which are central to teacher-centred research (Garet et al., 2001; Sanford, 2015; Scheerens, 2010). In Portugal, where continuing professional development is mandatory, teachers often find short-term and ‘one-size-fits-all’ seminars – which generally do not meet these core features only remotely relevant. This paper describes an alternative path to professional development developed at the University of Coimbra which encourages English language teachers to develop research projects based on their own teaching experience. The results so far reveal that, when given the opportunity, teachers focus on problem areas which emerge directly from their daily concerns about student learning and motivation. It is therefore our thesis that the kind...
Identifying Professional Development Practices and Needs of The English Language Teachers Teaching at Anatolian High Schools in The County of Antakya, Turkey, 2022
Teacher professional development is to be continuous to ensure its sustainability, indicating the need for unceasing scaffolding provided to the teacher for their professional learning staring with the pre-service teacher education program and going on till their retirement. In-service teacher professional development programs/activities could lead to anticipated outcomes, improved teaching and learning performance, providing they are structured around the real professional development needs of the teacher rather than the ones determined by professional development units of ministries of education or school administration. That is to say, bottom-up professional development activities are more likely to generate desired impacts than top-down ones. In light of this premise, this explanatory sequential mixed methods study aims to identify the professional development needs of in-service English teachers teaching at Anatolian High Schools in the county of Antakya, Turkey. In addition, this study reports on the English teachers’ professional development practices. With these purposes in mind, a web survey was distributed to the teachers and the data it yielded were analysed running descriptive statistics. To gain deeper insights into the teachers’ professional development practices and needs, a semi-structured telephone interview was conducted and the data provided by it was subjected to inductive content analysis. The findings demonstrated that the teachers had been taking a number of steps for their professional development and were mostly in need of taking part in professional development activities that aimed at improving their skills of teaching and assessing speaking. Additionally, the findings pointed to the high value the teachers attached to bottom-up professional development activities.
Professional Development for Turkish Teachers of English: Is it a must or Luxury?
Procedia - Social and Behavioral Sciences, 2013
The world around us is constantly changing. Rapidly changing world imposes new challenges, expectations and qualifications on every professional including English language teachers. In order to keep up-to-date with the rapidly evolving field of English language teaching teachers should engage in professional development activities. The current study aims to investigate English language teachers' understanding of professional development. The data for the current study were collected through questionnaires and semi-structured interviews. Results reveal that Turkish teachers of English, while displaying some involvement in professional development activities and valuing development per se, are not fully knowledgeable about it and need guidance.