Professional Development Of English Teachers Research Articles

The Relationship between English Open Class in Junior High School and Novice Teachers’ Professional Development

As an emerging teaching and research activity, open classes have attracted more and more attention from educators, and a series of studies have been carried out. Previous studies have pointed out that open classes have many functions such as communication, research, demonstration, assessment, and competition, and are key events in teachers’ professional development. This paper connects the relationship between junior high school English open courses and teachers’ professional development, and explores the role of open classes for novice teachers. From the perspective of novice teachers, the author first analyzes the research background of this paper from three aspects, Combined with the literature method, this paper analyzes and summarizes the existing research on open classes and the professional development of novice teachers. Then, a questionnaire survey was used to investigate the relationship between open classes and the professional development of English teachers. On the basis of clarifying the relationship between the two, this paper affirms the positive value of open courses in the professional development of novice teachers from the aspects of promoting the accumulation of professional knowledge, improving professional ability, enhancing professional affection, and improving the awareness of professional self-development.

English

English in primary and secondary schools is an important part of national education in China. Likewise, there are a large number of teachers who undertake English in primary and secondary schools, playing an increasingly important role in national education, and their professional development is of great significance. Sichuan-Chongqing is an important district in southwest China, which is representative of the whole country. A survey of the current situation of English teachers' professional development in this area is helpful in finding out the existing problems in time, putting forward solutions and promoting teachers' professional development. Based on questionnaires and interviews, this paper analyzes the current professional groups, professional development level and professional development awareness. It puts forward some suggestions on pre-service education, on-the-job training and constructing a teachers' learning community to improve and promote the professional development of English teachers in primary and secondary schools in Sichuan and Chongqing. This study can also have some enlightenment for the professional development of English teachers or other subjects in primary and secondary schools in Sichuan and Chongqing as well as other parts of the country.

Research on “Internet+” Secondary School English Teachers’ Professional Development Strategy Based on SWOT Analysis

In the era of “Internet +”, the rapid development of information technology has also promoted the continuous innovation in the field of education. In recent years, scholars have begun to pay attention to the use of the Internet to promote teacher professional development, which provides a new path for teacher professional development, but at the same time, secondary school English teachers also face new challenges. Therefore, through SWOT analysis, this paper accurately grasps the strengths and weaknesses then provides relevant strategies for the professional development of English teachers based on opportunities and challenges of “Internet+” secondary school English teachers’ professional development.

Effects of Community of Practice on College English Teacher Professional Development: Case Study of English Teaching of Featured Chinese Culture Faculty Development

Teacher professional development plays an important role in improving teaching efficiency and upgrading talents cultivation, while community of practice is an effective platform for teacher professional development. To explore a feasible approach to its faculty professional development, English Teaching of Featured Chinese Culture, a college English intercultural communication course, adopted Kolb’s Experiential Learning Cycle Theory to construct and operate communities of practice on teaching and researching projects, aiming to encourage “mutual engagement”, “joint enterprise” and “shared repertoire”. The follow-up case studies with teacher professional development outcomes, reflective journals, and interviews revealed that communities of practice exerted different but positive effects on the professional development of its faculty members in the aspects of conducting teaching reflections, renovating teaching practices, and implementing teaching researches, the findings of which were expected to shed some light on teacher professional development practices.

Adapting English Teacher Professional Development to Shifting Educational Situations in Higher Education: Trends and Prospects

This study explores the need for transforming professional development for English teachers. Similarly, it focuses on the overview of traditional professional development methods and proposes alternative approaches, such as personalized learning and collaborative communities of practice. In addition, the article highlights the importance of aligning professional development with the evolving demands of the English language curriculum and the challenges posed by digital technologies. The study explores the necessity of adapting English teacher professional development programs to changing educational conditions through thematic-based content analysis of the research found in Google Scholar and Eric databases. Furthermore, related papers and litmaps were used to analyze the authorship and coverage of the study. Recent research from the ERIC and Google Scholar databases strengthens the need for ongoing, workplace-based, and personalized professional development programs that are connected with the evolving demands of the English language curriculum and digital technology. The findings of this study, thus, reinforce the need for transformative professional development programs that are aligned with the changing demands of the English curriculum and digital technology and prioritize the individualized learning needs of instructors. The research underlines the necessity for English teachers to adjust their professional development practices to meet the ever-evolving requirements imposed by the English curriculum. The results suggest that professional development strategies should be adapted to meet the changing educational circumstances. Overall, the study offers guidelines for the design and implementation of transformative professional development programs that improve teacher learning and student outcomes.

CHALLENGES FOR COLLEGE ENGLISH TEACHERS AS ASSESSORS

The present case study aims to explore the challenges that the teachers in a Vietnamese university have faced with in the role of language assessors in their outcome-based English courses. In order to fulfil this aim, the study employs Activity Theory (Engeström, 1987, 2015) as the theoretical framework and narratives as a data collection tool. It is revealed from the three selected teachers’ narratives about their personal and professional background, the experienced reality in their assessment work that their challenges are related to inadequate assessment literacy, lack of shared knowledge and unclear assessment identity, inadequate professional training and discussions. In light of the theoretical framework (i.e., Activity Theory), these challenges result from the tensions between the subject and the rules, between the mediating artifacts and the rules, and within the division of labor. With such findings, the study is expected to raise the teachers’ and the educational managers’ awareness of the contextual conditions for better teacher assessment competence and the assessment quality in the current education reform context. Accordingly, the study proposes a framework of college English teacher professional development.

Status and Countermeasures of English Normal Students’ Teaching Practice Ability Based on Core Competence: A University Level Case Study

Teaching practice ability is the external manifestation of the professional development of English teachers and it is the essential element of improving the quality of teachers. English normal students are an important source of basic English education in China, so it is of great importance to cultivating English normal students' teaching practice ability. In this study, the literature research method and questionnaire survey method were used to study the current situation of the teaching practice ability of English normal students at Yangtze University. It can be found that students with a more thorough understanding of the core competence have stronger teaching practice ability, which shows that core competence is an important theoretical support to improve the teaching practice ability of students. Finally, 3 strategies are proposed to promote students’ teaching practice ability, (1) Imperceptibly affecting, and strengthening teachers’ emotions and beliefs, (2) Improving the level of teachers and building a team of university teachers with core competence, and (3) Optimizing the structure of practical courses.

A DIACHRONIC CASE STUDY OF ENGLISH TEACHERS' ONLINE EMOTION REGULATION

A DIACHRONIC CASE STUDY OF ENGLISH TEACHERS' ONLINE EMOTION REGULATION

The Professional Development of English Teachers in Training Institutions from the Perspective of “Double Reduction Policy”—A Case Study on S Institution

Recently, “double reduction policy” has been issued throughout China, which encourages English teachers in training institutions to accommodate their professional development. More researches are demanded to be done so as to cope with the challenge. This research mainly focuses on the professional development of English teachers in training institutions from the perspective of the “double reduction policy” taking S institution in Chengdu City as an example and 30 teachers in S institution as research participants in order to bolster the professional development of English teachers in training institutions. And this investigation can be fulfilled through qualitative and quantitative research methods including the literature analysis, questionnaire investigation and some related interviews so as to solve the following research questions: 1) What is the status quo on the professional development of English teachers in training institutions in the context of double reduction policy? 2) What factors may affect the professional development of English teachers in training institutions in the context of double reduction policy? 3) What valid and feasible strategies can be induced to enhance the professional development of English teachers in training institutions from the perspective of double reduction policy? Based on the results of research questions, this research project will give an advisable direction for those English teachers in training institutions to adjust themselves to the double reduction policy.

English Teachers’ Professional Development: Perspectives From Canada, Saudi Arabia, and Pakistan

English teacher professional development (PD) follows different pathways in different contexts depending on local classroom ecology; however, the main goal of PD is to improve learners’ academic achievements. For this purpose, the current study provides a comparative analysis of Teaching of English to the Speakers of Other Languages (TESOL) teacher professional development perspectives from Canada, Saudi Arabia, and Pakistan. Data was collected from seven teachers who had EFL/ESL teaching experience in Canada, Saudi Arabia and Pakistan. The study attempted to find out dominant English teacher professional development pathways in the three contexts and investigated how these pathways influence teacher classroom practices.

Effective English Teacher Professional Development from a Professional Perspective: Saudi Arabia Context

This study investigates the concept of effective teacher professional development based on professionalism perspective. It aims at explaining the concept of professionalism, focusing on the significance of professionalism in maintaining the quality of English teacher development, teaching English, and instructional processes. It demonstrates the fundamental requirements for an effective English teacher and effective teaching. The study is based on the hypothesis which proposes that teacher professional development leads to grand achievement in education. The study pinpoints that to be an English teacher; one must gain particular pedagogical, psycho-socio, and linguistics training; in addition, an English teacher is responsible for his/her ongoing professional development, which leads to teacher's confidentiality and highly students’ achievement.

Promoting Continuous Professional Development of English Teachers Through Action Research

The current study adopts a mixed-method research design to foster English Language instructors’ attitude toward professional development, self-efficacy beliefs, and reflective thinking. Vygotsky's sociocultural theory constituted the base and the professional development program was designed accordingly. The participants of the study were nine English Language instructors working at three different universities. Throughout the 16-week program, it was aimed to equip the participants with action research skills to conduct their own study in their own context according to their needs and/or interests. All the participants completed the Plan, Act, Observe, and Reflect stages of the Action Research Cycle.

A Study on the Professional Development of Senior High School English Teachers: from the Perspective of New Curriculum Standards

The new curriculum reform of senior high school English attaches great importance to the professional development of English teachers and also puts forward new requirements for their professional development. This paper mainly explains the importance of English teachers’ professional development to English education, analyses the problems existing in the process of English teachers’ professional development from the objective and subjective perspectives, and puts forward corresponding countermeasures for the teachers, the schools and the relevant governments, which may help some English teachers to better realize their professional development.

Current Situation, Problems and Countermeasures of Professional Development of English Teachers in Rural Areas of Western China

Current Situation, Problems and Countermeasures of Professional Development of English Teachers in Rural Areas of Western China

On the Professional Development of English Teachers in Colombia and the Historical Interplay with Language Education Policies

The professional development of English teachers is a significant area in language teaching and learning, as well as in teacher education. On the one hand, at least in theory, professional development initiatives respond to the teachers’ changing needs. On the other hand, it reflects the beliefs that different educational authorities and stakeholders have about English uses and education. In this self-study, I consider the professional development of English teachers in Colombia and its tight connection to the language education policies of the country. Following a chronological approach, I present the findings as landmarks that have contributed to my reflections and research around professional development and language education policies. Discussing the findings, I show how the discourses and decisions about teachers’ continuing learning represent certain views of language, second language acquisition, English language teaching and learning, and teachers as professionals. This self-study addresses some of the concepts that illuminate the discourses that have shaped English teachers’ professional development. Focusing primarily on the development of the National Program of Bilingualism, I underscore the power of these concepts over the major decisions made at the local and school levels. In the analysis of the past and present of teachers’ professional development in Colombia, I conclude on the necessity of maintaining critical scholarly work to contribute to the construction of local knowledge for future reflection.

Exploring Professional Development of English Teachers: A Self-help Way

Abstract available with the full text.

Reviewing continuing professional development concept of English teachers from the lens of Diffusion of Innovation Theory

The main problem of the recent study is how the concept of English teacher Continuing Professional Development is reviewed from Everett Rogers’ Innovation Diffusion Theory. So, the research aimed at finding the review of the Innovation Diffusion Theory of Rogers toward the concept of Continuing Professional Development of English teachers in Indonesia. This study employed library research as the method and the researcher himself as the instrument to collect data deriving from books as a primer resource and ministry regulation and journal articles as secondary resources. It was conducted through several stages ranging from selecting topics based on the problem; exploring information related to the topic; determining research focus; reading the books, regulations and articles as data resources; recording what was found as research data; and, processing the recorded data. Data were analyzed through induction and interpretation. The result showed that teacher continuing professional development is an implementation of innovation diffusion. It forms a cycle or an endless chain, in which, firstly, innovative work is invented and adopted by innovative teachers; next, it is reported, reflected and published in the form of scientific book, paper or article; then, the scientific work is presented in functional or technical education and training or teacher collective activity as a channel of communication with early adopter teachers; and, the adopter teachers are inspired to make another innovation. 
 Keywords: Continuing Professional Development; Innovation Diffusion Theory; English teachers

Gains of e-collaboration in professional engagement initiatives

This paper presents a single case study of SR Teaching and Learning community, initially established as an English teacher professional development company in Baku, Azerbaijan. Since July, 2020, the company has determined to enhance its geography by cooperating with academicians and practitioners from different countries by engaging official representatives from Kazakhstan, Georgia, Russia, Poland, Panama, Iran and Uzbekistan through e-collaboration processes, which aims to meet the needs of in-service and pre-service English teachers in their home countries. By investigating ongoing e-collaboration created by the community we attempted to provide a better understanding of the benefits of teachers' online collaboration and its role in teacher professional engagement initiatives. The community members' responses about the nature and extent of e-collaboration they experience served as empirical data for our study. A significant role of moderators in teaching partnership has been noted. The minority of teachers were negative about teamwork claiming that online sessions had led to increase in their personal workload.

English-language training at a maritime university as a mandatory condition for the successful professional activity of a deck officer

The relevance of the research is determined by the increasing risks related to incorrect communication both professional and interpersonal ones within the ship crew, which, in turn, emphasizes the importance of professional English-language training for a navigator, which begins during the period of study at a university and lasts throughout the entire career. The requirements for proficiency in professional English-language communication are regulated by international standards, which is of great importance in assessing the professional competence of a navigator. The research problem is as follows: how does English-language vocational training at a maritime university affect interpersonal relations in mixed crews, the professional growth of a sailor and reduce the risks in his professional activity? The aim of the study is to determine the main tasks of a university professional English-language training in the format of negotiating at sea in order to minimize possible risks in the work of a deck officer. The research methods used are analysis, synthesis, generalization. The experimental base was the Institute of Water Transport named after G.Ya. Sedov. The research results. Professional risks of a navigator have been analyzed, factors and consequences of risks at sea have been identified; the meanings of the concepts of «language barrier», «human factor», «barrier of misunderstanding», «communicative risk» have been disclosed; the influence of flexible skills on the safety of life and work in a team have been substantiated; the theory of continuous professional English-speaking training of seafarers has been described. Key findings: communication skills of navigators should be formed by integrating English into the disciplines of the professional cycle; the introduction of modern educational technologies in the process of teaching professional maritime English, continuous professional development of English teachers. Development of social partnership will increase the efficiency of the process itself.

Professional Development of English Teachers at a State Islamic Senior High School in Palembang

The objectives of this study were to investigate teachers’ professional development, the obstacles faced by the teachers, teachers’ efforts to resolve the obstacles, and school support for the teachers in continuing professional development. To reveal the phenomenon, qualitative case study design was used. This study combined observation, questionnaires, and interviews in data collection. English teachers, vice-principal of the curriculum, teachers who taught other subjects, and students who had been taught by the English teachers were the participants of this study. Findings revealed that English teachers’ professional development was good. The results also revealed that teachers’ scientific publications were in the poor category. Innovative works for both English teachers were in the average category. Lack of time and information were the obstacles faced by the English teachers in continuing professional development. Teachers attempted to resolve the obstacles by looking for information needed through the internet. They also had discussions with other teachers to gain information for their knowledge. The school frequently conducted some programs related to teachers’ professional development and allowed them to attend professional development activities held by other institutions.