Abstract
The increasing need to learn English worldwide leads to the rapid development in the field of Teaching English as a Foreign Language (TEFL). Teachers in this profession are required to reach a much higher level of professionalism now, and their in-service professional development can be an effective approach to updating their professional learning and practice. However, many existing programs for in-service professional development could not always reach their goals as expected. Therefore, this study aimed at developing and evaluating the Multilayered Peer Coaching Model (the MPC Model) for the tertiary EFL teachers to have their in-service professional development. Five phases based on the instructional system design theories were followed for developing this model, and the data for its efficiency were collected from such instruments as tests, observations, teacher’s logs, researcher’s field notes, and questionnaires which were responded by the EFL teachers and the students at Guiyang University in China. The results from this study showed that the MPC Model had positive impacts on the tertiary EFL teachers’ in-service professional development.
Highlights
English language nowadays is strongly associated with the development of societies, and it has received more attention
The MPC Model was developed for tertiary EFL teachers to have their in-service professional development as an on-going and continuous process
The 5 steps or phases of the multilayered peer coaching model: Analysis, Design, Development, 4.67 0.58 Implementation, and Evaluation are clear and easy to be implemented in developing this model for tertiary EFL teacher in-service professional development
Summary
English language nowadays is strongly associated with the development of societies, and it has received more attention. The situation that an increasing number of people are learning English leads to the new trends of teaching English as a foreign language (TEFL) and the updating of its requirements. The TEFL in China has been in its reform and innovation in line with the rapid development of China’s economy. The Ministry of Education has put more emphasis on the TEFL in higher institutions, and updated the “Syllabus for English Majors of Colleges or Universities” in 2001 and issued the new “College English Curriculum Requirements” in 2006. The EFL teachers are confronted with more challenges because there is a much higher level of professionalism in EFL today (Richard, 2008). For a better implementation of the new regulations in China’s TEFL requirements, the tertiary EFL teachers there are encouraged to do so
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