Results 51 to 60 of about 241 (168)

Integration of Language and Content‐Area Teaching in TESOL Programs

TESOL Journal, Volume 16, Issue 4, December 2025.
ABSTRACT English language learner (ELL) students in K‐12 schools in the United States need to develop both English language skills and content‐area subject knowledge using English as the medium of instruction. As such, teacher education programs that specialize in K‐12 ELL teaching are tasked with preparing teacher candidates to integrate language ...
Ryan T. Miller, Megumi Hamada
wiley   +1 more source

Exploring Undergraduate English Majors’ Perceptions of the Essential Qualities of a Modern EFL Teacher

Journal of Social Sciences and Humanities
This study examined undergraduate students’ perceptions of the essential qualities of a modern English as a Foreign Language (EFL) teacher in the English Department of Kabul University.
Muhammad Mujtaba Sarwary, Abdul Salam Abid   +1 more
doaj   +1 more source

What Makes Teachers of EFL Professional or Unprofessional

Jurnal Pendidikan Humaniora, 2015
: This study aimed to investigate factors attributable to English teacher professional becoming and how the factors have shaped their professionalism. The subjects of the study, called informants, were six English teachers from upper secondary level of ...
Muhammad Amin
doaj   +1 more source

Recontextualising Genre-Based Pedagogy in Indonesian Context: A Case of Preservice Teachers

International Journal of Education, 2020
This study focused on how two preservice teachers applied genre-based pedagogy in their teaching practices during teaching practicum in order to help their students produce descriptive report texts.
Iyen Nurlaelawati, Nenden Sri Lengkanawati, Wawan Gunawan   +2 more
doaj   +1 more source

The Use of First Language (L1) in EFL Classrooms: Teachers’ Practices and Perspectives

International Journal of Education, 2021
Teaching English in the context of foreign language needs vigorous efforts and strong commitment, especially for non-native English-speaking teachers to maintain professionalism and to achieve the success of learning language.
Hanna Sundari, Rina Husnaini Febriyanti
doaj   +1 more source

Professional Development of EFL Teachers at Madrasah Aliyah

Journal of English Language and Literature (JELL), 2022
Professional development of EFL Teachers is seen as a way to maintain and enhance the quality of teachers. The acquired knowledge does not only bring about improvement in the teaching process, but also leads to career growth. This study uses a qualitative research method with a descriptive approach, which describes the situation as it is about an ...
openaire   +1 more source

Writing Teachers’ Emotion(s) and Agency in a Professional Development Course

International Journal of Applied Linguistics, Volume 35, Issue 4, Page 2113-2124, November 2025.
ABSTRACT Despite the growth of research on teachers’ professionalism, little is known about writing teachers’ emotion(s) and agency in professional development courses. The present study addressed this gap through a two‐stage project that first explored seven English language teachers’ emotion and agency construction in a teacher education course ...
Mostafa Nazari, Maryam Vaezi, Parastoo Alizadeh Oghyanous, Guangwei Hu   +3 more
wiley   +1 more source

The predicting role of EFL teachers’ loving pedagogy practice in the dynamics of emotional literacy and professional development: a longitudinal latent growth curve model (LGCM) analysis

Asian-Pacific Journal of Second and Foreign Language Education
The role of love-based education has recently received a growing surge of attention among scholars in second/foreign language (L2) contexts. However, there is a shortage of evidence regarding the predictive power of loving pedagogy (LP) practices in ...
Akbar A. Jahanbakhsh, Farhad Ghiasvand, Pardis Sharifpour   +2 more
doaj   +1 more source

Teachers as macro curriculum makers: Mandate and influence in the Norwegian LK20

The Curriculum Journal, Volume 36, Issue 3, Page 511-526, September 2025.
Abstract This study investigates teacher participation in Norway's most recent national curriculum reform. During the reform period, teachers were invited to take part in macro curriculum making as members of national curriculum committees. In policy documents, teacher participation is emphasised as key to the legitimacy of the curriculum.
Tiril Smerud Finnanger
wiley   +1 more source

Novice and Experienced EFL Teachers: Which Professional Development Programs Matters for Our Classroom?

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2020
: This study aimed at exploring the perceptions of EFL novice and experienced teachers on the impact of professional development programs to their teaching practice. The design of this study is a descriptive study by using in-depth interviews for gaining
Shandra Nitalinawati
doaj   +1 more source