Teacher Professionalism: Lemonade for English Teachers (original) (raw)
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English Teachers’ Perception on Teacher Professionalism
LET: Linguistics, Literature and English Teaching Journal
This paper aims to investigate English teachers’ perceptions of teacher professionalism. A qualitative method with a descriptive design was employed in the present stud. The researchers employed a set of adapted questionnaires on teacher professionalism (Tichenor & Tichenor 2009), consisting of five critical typologies of teacher professionalism. The questionnaire was distributed to 14 English teachers of senior high schools in Pangkal Pinang and the Blangkejeren district. They were chosen as the sample through the purposive sampling technique. Furthermore, a semi-structured interview also has been completed to support the data. The findings of this study indicated that most of the teachers agree with the characteristic of a professional teacher proposed by Sockett (1993). The study also revealed that professionalism is one of the critical aspects that teachers should possess.
Exploring Teachers’ Perception Toward Their Professionalism in Teaching English
English Education Journal, 2020
This study is intended to explore the teachers' perception toward their professional development in teaching English at senior high schools in Bireuen. This study employs a qualitative design in collecting and analyzing the data.To collect the data, 30 English teachers of 146 English teachers in Kabupaten Bireuen were randomly chosen as the participants. A set of Likert Scale questionnaires was given to 30 teachers and 10 of the teachers were interviewed by using a guided interview to explore the general perception about the teachers' perception toward their professional development and their effort to improve their professionalism in teaching English. The finding revealed that the English teachers in Kabupaten Bireuen presumed themselves as professionals in doing their occupation. It is due to their perception that they accomplished the four pre-requirement competencies namely pedagogical, social, personal, and professional. They improved pedagogical competence by collecting teaching materials from the internet, books, and their seniors and learning about new teaching methods. They improved their competence by building a good relationship with students, parents, and school stakeholders.The teachers improved their professional competence by joining the forum of subject matter teacher (MGMP), attending education seminars, training, and workshops, and they improved the competence by behaving with good characters.
Professionalism in Teaching English for Young Learner
Global Expert: Jurnal Bahasa dan Sastra
Professionalism is an important thing that every people should have if they want to succeed and move ahead. In teaching world, professionalism is also important. Professionalism in teaching means the professional teachers who have been qualified where they can face the difficulties in teaching by the skills and experiences they have. Teaching English for young learners is not as easy as what people think, the teachers of young learners must be aware of children’s basic physical and psychological needs, they should provide the care necessary to meet the needs so they can thrive and focus in learning. Most of English teachers of primary school are graduated from the primary school teacher education (PSTE) where they have enough skill in teaching young learners but they do not have enough knowledge English. This problem can caused the students get lost if the teachers are not properly skilled and professional.Â
A key issue in language teacher education is what teachers need to learn in language teacher programs and how this learning impacts their language teaching practices. The seeds for teacher professionalism are planted and nourished during teacher education programs to develop independently after graduation from pre-service teacher educations. The purpose of this study was to investigate English teacher education programs and their effects on novice/experienced English language teachers' professionalism in Iran. The researchers used purposeful sampling to select 150 participants from five Farhangian University Branches in Iran (2016-2017). For this purpose, a computerized questionnaire was constructed and validated. A one-way ANOVA indicated that out of the four dimensions of professionalism-professional development, reflection, responsibility, and ethics-only two-professional development and reflection-were statistically significant for both novice and experienced teachers. The programs had a positive impact on teachers' professional development and reflection. The study has implications for teacher educators, developers of instructional materials, and syllabus designers in the context of Iran.
The Construction, Formation and Development of the Professional Teacher
University In order to become the 'professional' teacher we must first consider how this 'professional' might be constructed, formed and developed within ITT and beyond. Focusing on the views of professionalism held in consensus by ITT's and both novice and experienced teachers who traverse the broader sector, we might be posited to consider the affect the textual and socio-political representation of 'professionalism' might impact on practice. Textual representation directly relating to this discourse is sparse, yet within the studies outlined, a clarity is presented in regards to the values, beliefs and dualistic responsibility of the sector that results in the increasing conflation of 'professionalism'-holding in contention the survival of the teaching profession in regards to the highly mediatised 'exodus' of practitioners. In surveying the academic literary culture on education and notions of professionalism, Johnston presents an overview of her doctoral research on the impact of terms used synonymously to professionalism. She falls short of attempting to define this contested term by stating that it is often viewed as a " euphemism for quality and reform " (Johnston, 2014:299). This statement is progressed further within her critical theory study in an attempt at prompting fresh debate on " the reification of professionalism […] and the unintended consequences for teachers and schools " (Ibid, p.300). She suggests that since the millennium the accountability of teachers has increased, and within the decade between then and this study, in affect to
Pre-Service English Teachers’ Perspectives Towards Teacher Professionalism: A Narrative Inquiry
Jurnal Pendidikan Bahasa dan Sastra, 2020
Since 2018, there are 2.449 pre-service teachers (PSTs) prepared to be professional teachers. In Indonesia, those PSTs are enrolled in the professional development program called PPG. To become a teacher, they have to obey teacher professionalism regulated in the Law Number 14 Year 2005 explaining, among others, that teacher roles, teacher competencies, and teacher professional development programs are the important aspects in determining teacher professionalism. This research aims to know their perspectives towards teacher professionalism. The method used was the qualitative research method and a narrative inquiry research design. The subjects were ten pre-service English teachers who have different background of studies, experiences, and even interests in becoming teachers. An adapted semi-structured interview guideline from Yuwono (2008) and FGD guideline developed from 4 previous studies and the Law Number 14 Year 2005 were employed to collect the data. To avoid bias data, trian...
Teaching and Trainings for Professional Learning of English Teachers
Butwal Campus journal, 2023
Teachers are the change agents of the society and nation and they always have to update themselves with the changes in time, technology and situation. They have to learn all the time. Many teachers are not aware of the teacher learning processes and they are not aware of the various opportunities of teacher learning and professional development. Teacher professional development is not just the product of formal teacher trainings organized by the authorities outside but a product of continuous teaching learning activities of the teachers themselves. The study was conducted by purposively selecting 30 secondary school English teachers of Rupandehi District using a set of questionnaire. This article aims at analysing the teachers' views regarding how teaching and trainings help their professional learning and tries to highlight some of the most common and useful strategies for the process of teacher learning and teachers' professional development. As most of the strategies presented below do not cost extra fund to apply in the day to day life, the teachers need to use these activities in their day to day life so that they can improve their practices which will ultimately improve the education. It was found that the teachers were not much aware of the fact that they can learn much by teaching and they can develop their practices of teaching through teacher trainings they attended. Not only this, the teachers were found to be not much willing for their professional development as well.
PROFESSIONAL D EVELOPMENT IN ENGLISH LANGUAGE TEACHING: A TEACHERS’ VIEW
This study investigates the different aspects that determine teacher professional development in teaching English language. It aims at explaining the concept of professional development, pin-pointing the necessity for teacher professional development in today’s world, and exploring the field of teacher development in order to find out the best opportunities and activities. The study hypothesizes that teacher professional development leads to greater achievement in education. The data were collected through a questionnaire from teachers of English language in secondary schools. The results revealed that: Teachers have their own role to play in their professional development along with the role to be played with the government. In today’s changing world, ongoing professional development is very crucial, teachers become highly confidential with their positive beliefs in what they are doing , for professional development both experience and reflective teaching are required, sharing experience and ideas between colleagues gives teachers a feeling of community and belonging . The study recommended that teacher professional development should be seen as a necessity in teacher’s growth and student’s achievements; and teachers should take part in the responsibility for their professional development. KEYWORDS: professional development, teaching English, teacher’s growth
Teaching as a Professionalism through Teachers’ Perspective
Turkish Online Journal of Qualitative Inquiry, 2019
The aim of this study is to evaluate teacher professionalism within the framework of teachers' opinions. For this purpose, 45 teachers working at different educational levels and different types (primary, middle and high school) schools in a city located in eastern part of Turkey were included as participants. The data were collected through interviews and the data were analyzed through the content analysis method. The participants with sufficient professional and personal development level stated that they attended graduate education, read books, and followed the innovations to improve themselves. Also, it was found that teachers should be encouraged and motivated to advance their development. The biggest obstacle for their development, teachers mentioned school administration, parents and students. Teachers suggested that these obstacles must be overcome to increase teachers' willingness to advance their professional and personal skills, and in turn, to increase schools' achievement levels. Suggestions for future research is also provided.
Iranian Journal of English for Academic Purposes, 2020
Professionalism has been generally linked to nations' economic, industrial, and technological developments. Therefore, having a professionally and ethically competent workforce is a necessity in today's changing world. More specifically, L2 teacher professionalism plays a crucial role in economic development too. Given its utmost importance in language teaching, this study intended to investigate how Iranian English teachers would perceive professionalism defined in terms of competence and performance. The participants were comprised of 281 English teachers at junior and senior high schools, language institutes, and universities in Tehran, Fars, Khuzestan, and Qazvin Provinces. The data were obtained through a researcher-made questionnaire, initially consisting of 44 items. However, the final version contained 40 items since four problematic items were deleted. Structural equation modeling was used to develop a three-factor model which lends support to Richards' perspective (2010) derived from his article "Competence and Performance in Language Teaching". The model found three factors, namely competence, performance, and techno-pedagogical competence that matched the components of professionalism proposed by Richards mostly in theoretical terms. The findings indicated that most of the participants endorsed Richards' perspective at least in theoretical terms. The insights from this study can be used to bridge the gap between competence and performance and improve teachers' practice in the classroom context.