Results 51 to 60 of about 442 (201)

Associations among EFL Teachers' Professional Identity, Professional Vitality, and Creativity

Teaching English Language, 2015
Teachers' professional identity, professional vitality and creativity are three major factors that appear to affect teachers' professional life in EFL contexts. The main purpose of this study was to scrutinize the network of associations among these three variables and their respective subscales. Participants of this study were 300 Iranian EFL teachers
Khany, Reza, Malekzadeh, Parvin
openaire   +2 more sources

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

Building a Professional Imaginary of Writing Pedagogy: Working With Teacher Knowledge and Beliefs About Writing

Reading Research Quarterly, Volume 61, Issue 1, January/February/March 2026.
In this paper, The Professional Imaginary of Writing Pedagogy is presented as an ideal. This imaginary brings teacher knowledge about the social imaginary for literacy education into relation with teacher professional knowledge and beliefs about writing, to promote pedagogies and practices for writing that are inclusive, expansive, responsive and ...
Clare Dowdall
wiley   +1 more source

Kazakh EFL Teachers’ Professional Identity

Journal of Educational Sciences
This study examines the professional identity of teachers of English as a Foreign Language (EFL) in the Turkestan region of Kazakhstan. A qualitative research design, including semi-structured interviews, was employed to explore the multifaceted aspects of identity formation in the context of language teaching.
M. Seitova, Z. Khalmatova, L. Kazykhankyzy   +2 more
openaire   +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

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

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