scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

scholarly journals The Professional Development of English Language Teachers in Colombia: A Review of the Literature

2019 ◽  
Vol 1 (21) ◽  
pp. 89-102 ◽  
Author(s):  
Ximena Paola Buendia ◽  
Diego Fernando Macías
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
Empirical Studies ◽  
Integrated Approach ◽  
Language Teachers ◽  
Future Research ◽  
Teacher Professional ◽  
English Language Teachers

This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.

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 Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 104-122
Author(s):  
Girimbabazi Serge ◽  
◽  
Mrs Adegoke Oyebimpe ◽  
Dr. Hesbon Opiyo Andala ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Teaching English ◽  
Proficiency Level ◽  
English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

scholarly journals English Teachers’ Perceptions And Practices of Integrating ICT in ELT

2020 ◽  
Vol 3 (1) ◽  
pp. 87-102
Author(s):  
Bhim Lal Bhandari
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Teachers ◽  
Information And Communications Technology ◽  
Ict Skills ◽  
Teachers Perceptions ◽  
Depth Interview ◽  
Key Skills ◽  
Ict Tools ◽  
English Language Teachers

This study explores the English language teachers’ perceptions and practices of information and communications technology (ICT) in ELT incorporating key skills. Furthermore, it investigates the benefits and challenges of integrating ICT. The study was carried out within the theoretical framework of constructivism theory. The study adopted the interpretive research paradigm to bring lived experiences of the participants. To achieve the purpose of the study, four teachers were purposively selected as the participants. In-depth interview was used as major technique for collecting information. The study reveals that the English language teachers have good and positive perception of integrating ICT skills as they involve students in cognitive engagement through ICT tools and devices. The study contributes to enhance students’ creativity and better language proficiency in English. Moreover, lack of sufficient ICT knowledge and skills of teachers, limited resources and infrastructure in schools, lack of ICT trainings have been realized as challenges for effective integration of ICT in English.

scholarly journals English Language Teacher Professional Development During COVID-19 in Nepal

2021 ◽  
Vol 5 (1-2) ◽  
pp. 103-112
Author(s):  
Ganga Ram Gautam
Keyword(s):  
Professional Development ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
Online Resources ◽  
Teacher Professional ◽  
English Language Teachers ◽  
New Situation

COVID-19 pandemic has brought a big pedagogical shift in education across the board. In this context, teachers expected to be adaptable in the new situation in by familiarizing themselves to the emerging technology-driven pedagogy. This article explores how 102 English language teachers in Nepal prepared themselves to respond to COVID-19 by attending various professional development events organized between April and September 2020 by different professional forums and organizations. The results show that English teachers in Nepal attended three kinds of events that include training programs to learn technology, events to learn about the online resources for English language teaching and professional development events to enhance their professional skills. Participation in these events made English teachers digitally confident to run the classes online and increased awareness of the integration of online resources in English language teaching.

scholarly journals ISSUES WITH EFFECTIVE DESIGN OF AN ESL TEACHER PROFESSIONAL DEVELOPMENT PROGRAMME IN SABAH, MALAYSIA

2018 ◽  
pp. 51-76
Author(s):  
WENDY HIEW ◽  
JILL MURRAY
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Large Scale ◽  
English Language ◽  
Language Teachers ◽  
Emotional Impact ◽  
Teacher Professional ◽  
English Language Teachers ◽  
Survey Interviews ◽  
The Impact

Abstract This study investigates English as Second Language teachers’ perceptions and the impact of the Professional Up-skilling of English Language Teachers programme, which was designed and conducted by the British Council Malaysia. A review of previous studies revealed a paucity of research focusing on large-scale, standardised teacher professional development programmes that involved English language teachers from both heterogeneous teaching levels (i.e. primary and secondary schools) and heterogeneous districts (i.e. urban and rural). The limited published studies available have been critical of this mode of professional development for a number of reasons, and the purpose of this study was to investigate these issues in the Malaysian context. A mixed methods explanatory sequential design was adopted, which utilised a questionnaire survey, interviews and focus group with the teachers and District English Language Officers. However, this article will focus on the qualitative findings. The findings reveal four major limitations of the programme: in the coursebook materials; negative emotional impact on the teachers, which compromised the potential benefits of the programme; selection of participants; and the amount of follow-up support. The findings have implication on programme designers and providers in designing future teacher professional development programmes. Keywords: Teacher professional development, English language teachers, standardised program, developing country, Malaysia.

scholarly journals Saudi EFL Teachers’ Attitudes towards Professional Development

2020 ◽  
Vol 19 (11) ◽  
pp. 242-258
Author(s):  
Maha Alzahrani
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
English Language ◽  
Qualitative Data ◽  
Deep Understanding ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Teachers Attitudes

The study reported in this paper aimed to investigate the Professional Development (PD, henceforth) needs of English language teachers in Saudi Arabia. Its primary objectives were to assess the needs of PD and training of Saudi English language teachers and to explore the teachers’ attitudes towards the amount and quality of English teaching preparation received prior to their teaching career. The study adopted a mixed-method approach in order to gain a deep understanding of the phenomenon under investigation. The participants of the study included 109 Saudi teachers of English language who teach in public schools. The study involved quantitative and qualitative data collection methods. Whilst the quantitative data of the study was gathered via a survey questionnaire, the qualitative data was obtained via interviews with 10 of EFL teachers. The findings indicated the teachers’ dissatisfaction with the amount and quality of pre-service training they received. This was due to poor information, a lack of qualified trainers and limited selection of topics which does not serve their teaching needs.

EFL teachers’ beliefs about professionalism and professional development

2020 ◽  
Vol 15 (1) ◽  
pp. 1-23
Author(s):  
Sawsan Al-Bakri ◽  
Salah Troudi
Keyword(s):  
Professional Development ◽  
English Language ◽  
Language Teachers ◽  
Limited Attention ◽  
Exploratory Research ◽  
Context Sensitive ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Group Interviews ◽  
Context Specific

This study explores how English as a Foreign Language (EFL) teachers’ perspectives on professionalism and beliefs about the usefulness of professional development (PD) activities influence their teaching practices and acceptance of new approaches. The focus is on tertiary English-language teachers working in Oman, and an exploratory research methodology was employed in which qualitative data were obtained from two focus group interviews with two groups of six teachers. The first group, which was asked about the meaning of professionalism, indicated that while a variety of aspects were of concern, there was a shared belief that professionalism is mainly related to moral values, which should be context sensitive. The second group, which was asked about PD, indicated that teachers’ engagement with PD activities is mainly related to context-specific skills improvement activities, and that the main obstacle to PD is a lack of institutional support. The research thus contributes to the study of Englishlanguage teachers’ own perspectives on professionalism, a topic which has previously received only limited attention.

scholarly journals New approaches to teacher development in an EAP context

2015 ◽  
Vol 1 (1) ◽  
pp. 38-44
Author(s):  
Elena Velikaya
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teacher Development ◽  
English Language ◽  
Study Groups ◽  
Text Structure ◽  
Language Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
Personal Performance

Professional development is an important part of teachers’ professional lives. It involves improvement of individual skills, personal performance, chances of obtaining a good job, and career advancement. The article reports on teacher professional development of English language teachers. It, first, explains the need for teacher training seminars and an increased demand for new IELTS exam teaching skills based on a study conducted by the author; then it outlines standards for English teachers and, finally, it looks at various areas of teacher development at the tertiary level, such as teaching portfolio, collaboration, teacher study groups, workshops, and research seminars. Findings reveal that teachers lack experience of teaching for IELTS and its assessment; they have also difficulties in teaching academic style to students and explaining the text structure for two IELTS essays; the format of the speaking part is also a problem with several teachers. These results indicate that there is a need for teacher training seminars as the first step in teacher development and a demand for continuous professional development in a particular university context.

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