scholarly journals Reflective Practice: its Contributions for Initial Pre-service Teachers and Further Teachers’ Professional Development

2021 ◽  
Vol 2 (2) ◽  
pp. 102-116
Author(s):  
Muhamad Ahsanu
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Research Method ◽  
English Language ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Language Teachers ◽  
English Language Teaching ◽  
Library Research ◽  
Teachers Professional Development

This article deals with the notion of reflective practice (RP) and how it may contribute to the professional development in teacher education programs especially for pre-service teachers and in-service teachers within the context of Indonesia. It aims to explore and explain the stance and features of RP and how it can serve to help both pre-service and in-service teachers improve their teaching quality and develop their teaching professionalism, especially those involved in English language teaching (ELT). This article examines the feasibility of this concept to be applied in Indonesian pedagogical contexts. Being widely accepted as an empowering teaching mode practice in most parts of the world, this RP plays a central role in triggering teachers' professional development, leading the teachers to be self-learning, autonomous learning, self-evaluating, and problem-solving-oriented practitioners. The research method used in this article is library research, through which the standpoint and characteristics of RP are explored and disclosed, and RP's potential can be maximized systematically. This library research method is realized based on the five research problems posed in this article. The same data on RP were extracted from research articles and textbooks on RP. The main findings suggest such aspects as the conceptualization of RP, defining features of RP practitioners, benefits teachers can gain from RP, and potential contributions of RP for both pre-service and in-service teachers' teaching competence and continual professional development. Hence, this RP article potentially provides a meaningful paradigm for language teachers and enriches their pedagogical repertoire.  Thus, this article brings about two important notes. First, it theoretically portrays how RP can meaningfully affect the efficacy of ELT practice in Indonesia. Secondly, it fundamentally sets out RP conceptualization as the basis for professional teaching practice through continuous learning and development. That is, learning to develop through a critical self-evaluation of teachers' teaching practice

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers&#39; habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers&#39; beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors&#39; beliefs with Global English (GE). The research question &#39;what are the Kuwaiti instructors&#39; beliefs about ELT and their awareness of Global English?&#39; formalizes these aims. To accomplish the research: To discover teachers&#39; beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers&#39; beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers&#39; beliefs, the study&#39;s findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers&#39; beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers&#39; diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher&#39;s cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

scholarly journals The development of an online game-based simulation for the training of English language teachers in virtual environments

2020 ◽  
pp. 334-341
Author(s):  
Areti Vasmatzoglou ◽  
Neasa Ní Chiaráin
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Practical Experience ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Goals ◽  
Design Development ◽  
Practice Experience ◽  
Speakers Of Other Languages ◽  
Practice Opportunities

Virtual simulation training has gained in usage in various educational fields and offers the potential to support and reinforce learning goals when practical experience is not possible. Teaching practice experience in an English as a Foreign Language (EFL) classroom is critical, yet frequently unobtainable for students in Teaching English to Speakers of Other Languages (TESOL)/English Language Teaching (ELT) Masters programmes. This paper describes the design, development, and evaluation of a gamified simulation prototype, Virtual EFL Classroom, that was built to offer teaching practice opportunities to students in such programmes. Eleven Masters students enrolled in the ELT programme at Trinity College Dublin took part in this study. Findings indicate that participants enjoyed active experimentation in Virtual EFL Classroom and that it has the potential to enhance student-teachers’ decision-making skills, flexibility, and adaptability in planning and teaching learner-centred lessons.

Teacher Development: Strategies and Perception

2017 ◽  
Vol 8 ◽  
pp. 69-78
Author(s):  
Padam Lal Bharati ◽  
Subas Chalise
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
English Language ◽  
Development Strategies ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
English Speaking ◽  
Teachers Professional Development ◽  
Clear Idea

Aspects of teachers’ professional development in general and EFL teachers in non-English speaking countries in particular are issues that warrant constant research. Although these are widely researched areas internationally, within Nepal grounded professional development studies have been sparsely carried out. A considerable section of practicing English language teachers has no clear idea of the issue although it directly concerns themselves. Against this backdrop, this article explores some EFL teachers’ perception on the concept of teacher development in a relatively sophisticated centrally located town of Nepal.The Saptagandaki Journal Vol.8 2017: 69-78

scholarly journals Exploring novice EAP teacher’s self-reflection as a platform for professional development

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Sari Hidayati
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teaching Practice ◽  
English Education ◽  
Single Case ◽  
English For Academic Purposes ◽  
Language Teachers ◽  
Theory And Practice ◽  
Self Reflection ◽  
Development Data

Novice English for Academic Purposes (EAP) teachers are inevitably confronted with complex issues in their first year of teaching. This is particularly relevant in Indonesia, where EAP teachers are graduates of English Education departments and have no initial preparation for their tasks of teaching EAP. Professional reflection has the potential to assist novice language teachers, particularly those who teach EAP, to negotiate complex aspects in their teaching practice. For this reason, this single case study explored one participant’s understandings of and experiences with self-reflection as a form of professional development. Data were garnered from a single semi-structured, open-ended interview. The findings of the study suggest that the participant made use of reflective practice to merge theory and practice and build a systematic inquiry to construct his professional identity, which led to evidence-based decision making processes. Further, professional reflection also assisted him in negotiating challenges and engage in problem solving processes. Finally, reflective practice enabled the participant to consider institutional provisions and expectations for teacher professional development, which showcased his needs for professional development as a novice teacher.

scholarly journals Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 78-92
Author(s):  
Frank Giraldo
Keyword(s):  
Professional Development ◽  
English Language ◽  
Teacher Educators ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
The Status ◽  
English Language Teachers ◽  
Definition Of ◽  
Teachers Professional Development

At some point, language teachers need to be engaged in language assessment in their profession. Because language assessment is such a primary task for teachers, the field of language testing is encouraging research around the knowledge, skills, and principles that are foundational for sound assessment. In this paper, I provide a definition of Language Assessment Literacy (LAL), especially when it comes to teachers, by reviewing existing models. I then discuss ongoing issues in this area and end the paper by offering language teacher educators suggestions for fostering LAL among pre- and in-service teachers. In the article, I argue that, if more LAL initiatives take place, we are collectively raising the status and nature of language assessment and its impact on teachers’ professional development.

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