Results 21 to 30 of about 442 (201)
Language Testing in Asia, 2022 Teacher agency as an influential factor in teacher professionalism has recently gained global inquiry in the EFL context. However, no valid instrument has ever been designed to evaluate EFL teachers’ ecological agency.
Masoumeh Ghamoushi +2 more
doaj +1 more source
JEELS (Journal of English Education and Linguistics Studies), 2022 This study used narrative inquiry to reveal the identity construction process performed by an Indonesian EFL novice teacher through her personal experiences in a senior high school context that is still rarely explored.
Faisal Abdul Rahman, Eri Kurniawan
doaj +1 more source
Turkish EFL Instructors’ Engagement in Professional Development
Eurasian Journal of Applied Linguistics, 2018 While the beliefs and practices of teachers on professional development (PD) are generally considered to promote quality in education and raise teachers’ awareness regarding teaching strategies, there is still limited research available into different PD models’ effectiveness in providing teachers with practical knowledge. This research aims to explore
TANIŞ, Ayfer, DİKİLİTAŞ, Kenan
openaire +6 more sources
Professional identity construction of EFL teachers as autonomous learners
JEES (Journal of English Educators Society), 2021 Teacher Professional Development (TPD) is exponential for English teachers to the success of teaching and learning process in the classroom. Teachers with professional identity are deemed to have good quality in teaching. As stipulated by Rodgers & Scott (2008) teachers with professional identity are deemed to have good quality in teaching.
Sri Rachmajanti +3 more
openaire +3 more sources
EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic
Enletawa Journal, 2023 This narrative inquiry explored how an EFL teacher’s lived experiences during the pandemic helped her to reconstruct her lesson plans as a manifestation of professionalism.
Miriam Eucevia Troya Sánchez +1 more
doaj +1 more source
Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction
The Modern Language Journal, Volume 107, Issue 3, Page 734-755, Autumn (Fall) 2023., 2023 Abstract This study investigated the influence of teachers’ experience with research‐related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic ...
Hyun–Bin Hwang
wiley +1 more source
Iranian EFL Teachers' Professional Identity and Their Goal Orientation
Teaching English Language, 2021 Teachers' professional identity has been defined as a developing and dynamic characteristic of teachers affecting social and personal aspects. Regarding Teacher Professional Identity (TPI), both personal and the professional dimensions of being and empowering a teacher should be investigated.
Kalali Sani, Seyed Farzad +3 more
openaire +2 more sources
CONTINUING PROFESSIONAL DEVELOPMENT ACTIVITIES FOR ENGLISH TEACHERS
ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 2017 : Teachers’ quality plays a paramount role in the improvement of quality of education. A way to ensure high quality teachers is through effective continuous professional development for teachers.
Nana Priajana
doaj +1 more source
Language Testing in Asia, 2023 Teacher agency is a pivotal element of professionalism and second/foreign language (L2) education. However, its role in L2 assessment has remained under-researched. Part of this negligence is due to the absence of a validated questionnaire to measure the
Farhad Ghiasvand +2 more
doaj +1 more source
EFL teacher professional change in India [PDF]
Journal of Language and Cultural Education, 2016 AbstractThis article examines teacher professional change and compares two 10thstandard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India) at different stages in their careers. Wenger’s (1998) three interconnected Community of Practice dimensions (i.e.
openaire +2 more sources