A professional development program for Chinese EFL teachers

2021 ◽  
pp. 38-43
Author(s):  
Reza Farzi ◽  
Gloria Romero ◽  
Douglas Fleming
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Efl Teachers

scholarly journals Impact of a Professional Development Program on EFL Teachers’ Performance

HOW ◽  
2018 ◽  
Vol 25 (2) ◽  
pp. 113-128
Author(s):  
Alexandra Novozhenina ◽  
Margarita M. López Pinzón
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Efl Teachers

scholarly journals Shaping the Way We Teach English: Potential Effects of a Teacher Professional Development Program on Jordanian EFL Teachers’ Instructional Practices

2019 ◽  
Vol 43 (4) ◽  
pp. 115
Author(s):  
Ruba Fahmi Bataineh ◽  
Lubna Ahmad Shawish ◽  
Mohammad Khalid Al-Alawneh
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Instructional Practices ◽  
Teacher Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Efl Teachers ◽  
Before And After ◽  
Teacher Professional ◽  
The Way

<p> </p><p class="Default">This study examines the potential effect of <em>Shaping the Way We Teach English</em>, a teacher professional development program, on Jordanian English as a foreign language (EFL) teachers’ instructional practices. The participants of the study are 20 Jordanian EFL teachers selected from 14 public schools in North Ghour Directorate of Education in the first semester of the academic year 2018/2019. Observations of the participants, along the seven domains of <em>classroom management, language, teaching strategies, learning strategies, assessment strategies, authentic materials, </em>and<em> reflection</em>, were conducted before and after the treatment to determine whether or not the treatment has an effect on the participants’ instructional practices. Descriptive statistics were used to compare the participants’ performance before and after the treatment. The findings revealed that the participants gained on all seven domains of the observation checklist, with statistically significant differences found (at α=0.05) in their instructional practices before and after the treatment, in favor of the latter.  The study concludes with pedagogical implications and recommendations for further research.</p><p><span style="font-family: Times New Roman; font-size: medium;"><br /></span></p>

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

Sign in / Sign up

Export Citation Format

Share Document