Development and validation of an English language teacher learning scale (original) (raw)
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International Journal of Research in English Education
The present study aimed at realizing and developing a scale and a model of English language teachers' pedagogical competence (ELTPC). By reviewing the related literature and adapting Thomas's (1987) language teacher competence, TESOL (2010) standards of professional EFL teachers, and teaching skills and model of pedagogical competence developed by Olsson, Martensson, and Roxa (2010) resulted in a 5-point Likert scale questionnaire consisting of seven constructs, namely preparation, management, teaching, subject mastery, assessment, attitude, and belief with 87 variables. The questionnaire underwent the scrutiny of experts' opinion and reliability estimates, which resulted in an instrument of 60 variables for the constructs. Next, the constructs were validated with 320 high school English teachers through a principal components analysis carried out via exploratory factor analysis. The result showed the constructs enjoyed high factor loadings, and with seven variables removed from the questionnaire, a 53-variable scale was developed. Finally, a model was developed based on the seven-construct questionnaire of ELTPC. The researcher hopes that English teachers and the educational system monitor, assess, and improve the quality of teaching based on the developed scale and model of ELTPC.
Journal of Teaching English Language Studies, 2019
The fundamental goal of any EFL teacher education curriculum is to equip and prepare student teachers for their teaching career. The present study sought to explore how practicing teachers feel about the effectiveness of the latest English teacher education curriculum in the content, pedagogical content and pedagogical knowledge bases and the university education that the current student teachers go through. The participants of the study were 130 male and female high school EFL teachers who were selected through cluster random sampling. The study utilized a descriptive design to investigate the effectiveness of the curriculum. The data were collected via semi-structured interview and a Likert scale questionnaire which comprised 35 items on the detailed stated objectives and performance tasks for each specific course in the curriculum. Descriptive statistical analysis revealed that participants were satisfied with the latest curriculum and perceived it as adequate and effective in stated objectives. Qualitative analysis showed that participants complained that the curriculum is not so successful in providing the student teachers with the opportunity to experience real life teaching during their education, to make them aware of contextual challenges awaiting and strike a balance between ideals and actuals.
Assessing and Evaluating English Language Teacher Education, Teaching and Learning
Readers who are in any way concerned with the observation, supervision and assessment of teachers and teaching will recognise that these processes involve a complex web of issues and dilemmas for both observers and observees. This paper looks at some of these issues, largely from an observer/supervisor/assessor perspective, under four main headings and also includes some recommendations for improvements in our practices in this important area of our profession. A fair amount has been written on supervision cycles (Gaies and Bowers 1990, Randall with Thornton 2001), and on models of the supervision process (Freeman 1982, Gebhard 1990, stressing the need to differentiate between degrees of directiveness in feedback, but there is relatively little on attitudes, affect and on the psychological factors at play in the observation encounter. This article sets out to redress that balance.
A well-planned language teacher education programmes usually include courses on language pedagogy, knowledge of the language system and proficiency in English. However, do teacher trainees believe that such knowledge and skills are necessary for them to be good English teachers? If they do not, they may not be willing to internalise what is taught. This study aims to find out (1) the pre-service and inservice teacher trainees' perspective on the importance of language proficiency and TESL training in making them good English teachers, and (2) whether there is a relationship between mastery of language and methodology. Correlation of these two factors for 283 teacher trainees was found to be moderate. Interviews (n = 41) revealed that the pre-service and in-service teachers differ in their views, but in both cases there is the belief that both methodology and language proficiency can be acquired on the job. Implications of these findings on quality language teacher preparation programmes are discussed.
Readers who are in any way concerned with the observation, supervision and assessment of teachers and teaching will recognise that these processes involve a complex web of issues and dilemmas for both observers and observees. This paper looks at some of these issues, largely from an observer/supervisor/assessor perspective, under four main headings and also includes some recommendations for improvements in our practices in this important area of our profession. A fair amount has been written on supervision cycles (Gaies and Bowers 1990, Randall with Thornton 2001), and on models of the supervision process (Freeman 1982, Gebhard 1990, stressing the need to differentiate between degrees of directiveness in feedback, but there is relatively little on attitudes, affect and on the psychological factors at play in the observation encounter. This article sets out to redress that balance.
Education Sciences, 2009
Research on opinions and beliefs of English language teachers in relation to their professional development is seriously needed to improve professional development practices situated at Turkish universities. The purpose of this study is to analyze, compare and contrast the opinions of university level English language instructors (n=30) before and after a teacher development unit was established in their institution. The study, moreover, attempts to take the level of experience of those instructors into consideration while comparing their opinions related to their TD programs. Findings attained through a 33 item Likert-type questionnaire indicated that there was no statistically significant difference between the opinions of novice and experienced instructors. They both believed TD courses should be conducted to improve teachers' professional development. However, results also reveal that there are significant differences between their opinions before and after the establishment of the teacher development unit. This study proposes that administrators consider the results of such studies while developing their own TD courses or units.
Characteristics of an Effective English Language Teacher (EELT) as Perceived by Learners of English
2016
Literature review indicates that an effective and good teacher has an important role in students' performances and their success. Pivotal roles of teachers may affect students’ attitudes and motivations to language learning. Improving the field of foreign language teaching and learning without improving the qualities of EFL teachers seems impossible. This attempt, at first hand, requires recognizing and identifying the qualities of effective EFL teachers. The purpose of this study was to characterize and investigate qualities of an effective English language teacher (EELT) as perceived by Iranian English language learners. A questionnaire which was based on four categories including English proficiency, pedagogical knowledge, organization and communication skills, and socio-affective skills was administered to 60 foreign language learners at Azad University of Tabriz. The collected data were statistically analyzed. The results showed that students expect a good English teacher t...
2020
Each pre-service English teacher is required to be professional as they will teach English subject, moral values, motivate and engage their students in the teaching and learning activities. The purpose of this study was to determine pre-service English teachers' professional identity viewed from their language proficiency and motivation in entering teacher education program. This research employed survey method and data were gathered through questionnaire. The questionnaire used open-ended and close-ended questions. The stages of analysis consisted of categorizing the responses, numbering them, and analyzing them using content analysis. Utilizing convenience sampling, there were 54 third-year college students getting involved in this study. The results of the study show that there are two cohorts of participants who had not yet taken (53.70%) and had already taken English proficiency test (46.30%) in the university before they conducted school teaching practice. From 25 pre-service teachers having taken EPT, it is found that 52% participants are included in the category of elementary proficiency, 44% participants are included in the category of low intermediate proficiency, and 4% participant is included in the category of high intermediate proficiency. The score range of their EPT classified them into elementary English users. Out of three types of motivation, the dominant motivation to be a teacher is altruistic motivation (62%). These results indicate that pre-service English teachers should empower themselves by acquiring higher English proficiency level since they are expected to teach English in varied school level and increase their motivation so it will implicate on their teaching performance during school teaching practice and post-degree sustainably.
Teachers’ Beliefs as Facilitators in Effective English Language Teaching and Learning
2020
Teachers’ beliefs have a greater role than the teachers’ knowledge of planning lessons. Despite their significant role in teaching and learning, studies of teachers’ beliefs in Indonesian EFL setting are still rare that this paper is to reveal teachers’ beliefs as facilitators in effective English language teaching and learning. The participants in this qualitative study, two teachers and five students were interviewed. The data were then transcribed, interpreted, and coded, and categorized by applying thematic data analysis. Regarding the questions of what beliefs teachers hold, the finding shows that the teachers have very well beliefs that they want to become good facilitators for their students in learning English. In relation with the extent of facilitating the students in gaining knowledge, the finding shows that the teachers use mix and match, collaboration between teacher and teacher, team games tournament, three-phase technique, scientific approach and discovery learning. T...