Results 71 to 80 of about 241 (168)

EFL Teachers' Metacognitive Awareness as a Predictor of Their Professional Success

, 2014
Metacognitive knowledge increases EFL students’ ability to be successful learners. Although this relationship has been investigated by a number of scholars, EFL teachers’ explicit awareness of their cognitive knowledge has not been sufficiently explored.
openaire   +2 more sources

Reflective Practice in EFL Teacher Professional Development:

International Journal of Language Teaching and Education
This study investigates the role of reflective practice in empowering English language teachers toward sustained professional development. Despite its recognized importance, many in service teachers struggle to integrate reflective routines into their daily practice due to systemic and personal constraints.
Susanti, Desi, Siti Rodliyah, Rojab, Sri Lengkanawati, Nenden   +2 more
openaire   +2 more sources

English language teachers’ beliefs and classroom practices in a postmodern era: a case from Indonesia

Frontiers in Education
This study investigates Indonesian English as a Foreign Language (EFL) teachers’ beliefs and practices in relation to postmodern perspectives in English Language Teaching (ELT), with particular emphasis on contextualized pedagogy, recognition of ...
Achmad Yudi Wahyudin, Achmad Yudi Wahyudin, Fuad Abdul Hamied, Ahmad Bukhori Muslim, Rojab Siti Rodliyah   +4 more
doaj   +1 more source

Self and Group Initiated Professional Development Pursuits of EFL Teachers

IJEE (Indonesian Journal of English Education), 2017
Teachers’ quality plays a paramount role in the improvement of  education quality. One of the ways to ensure high quality teachers is through effective continuous professional development for teachers.
Nana Priajana
doaj   +1 more source

Professional Teacher for EFL Classroom [PDF]

Proceedings of the International Conference on Education in Muslim Society (ICEMS 2017), 2018
Fahri Haswani, Fahriany Fahriany
openaire   +1 more source

The relationship between EFL teachers' professional identity and professional autonomy

, 2021
Changing perceptions in language teaching have affected the role of teachers and students. While learners become the center of the teaching and learning process, the duty of teachers, as guides and mentors, has turned into fostering their learners' command of language and learning.
openaire   +1 more source

BLENDED CPROT AS A CATALYST FOR DEVELOPING EFL TEACHERS’ PEDAGOGICAL COMPETENCIES

English Review: Journal of English Education
Developing pedagogical competence among EFL pre-service teachers is essential for ensuring effective instruction in today’s communicative English classrooms.
Yulia Nur Ekawati, Issy Yuliasri, Mursid Saleh, Rahayu Puji Haryanti   +3 more
doaj   +1 more source

The Teacher Community Role toward Teacher Professionalism on Designing EFL Instructional Objectives

Inspiring
Developing professional competence is always required by the teacher to present meaningful learning experiences to reach the goal. Moreover, the pandemic has changed every side of life, including teaching and learning activities. One of the competencies
Gulam Hafiz Nurulhaq, Eri Kurniawan, Ihsan Hikmawan, Regiana Ginanjar, Firman   +4 more
doaj   +1 more source

Unveiling the Dual Facet EFL Novice Teachers’ Identity Construction: Professionalism and Religious Identity

Tarbawi
Teacher’s identity is crucial for the development of a professional teacher in education. It evolves through a continuous process of refinement and adaptation.
Sri Kurniawati, Ria A. Asih, Sudiran Sudiran   +2 more
doaj   +1 more source

The use of first language scaffolding to teach English as a foreign language to pre-school children during dramatic play in West Sumatera, Indonesia

SHS Web of Conferences, 2015
The Indonesian community generally perceives that English language teaching should require phonology, vocabulary, grammar, discourse, and pragmatics. As a result, this often demands that pre-school teachers use English all the time.
Mulia Dewi
doaj   +1 more source