A professional development program for primary school English language teachers in Turkey: designing a materials bank

Daloğlu, Ayşegül

doi:10.1016/j.ijedudev.2004.04.001

Cited by 30 publications

(28 citation statements)

References 2 publications

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“…Affective outcomes such as students' attitudes, attendance rates, dropout statistics, and participation in school activities should also be considered (Guskey, 2003). If a professional development program exerts a direct influence on students' behaviours, this will encourage teachers to view the program positively (Daloglu, 2004).…”

Section: Content and Pedagogymentioning

confidence: 99%

“…Besides, professional development program for language teachers helped teachers to grow professionally in terms of how to develop effective language teaching materials, curriculum related issues, teacher collaboration, self-confidence as a learner (Daloglu, 2004). In addition, action research showed to affect areas of teacher recognition such as norms and values, connection between phenomena, and methods (Ponte et al 2004).…”

Section: Addressing Teacher Changementioning

confidence: 99%

“…The length of one full academic year shows to be appropriate since this length of time will help teachers have a chance to learn, implement, relearn, reimplement, forming a cycle of experimentation especially in getting feedback on what teachers have learned and produced (Daloglu, 2004).…”

Section: Formmentioning

confidence: 99%

“…To make PD activities more school-based, pedagogical leadership in supporting teachers' development such as the importance of principals' provision of pedagogical leadership on a larger scale also needs consideration when planning and implementing these programs (Daloglu, 2004). The support provided by the school such as reducing teaching timetable or secretarial support encouraged teachers to devote their time and energy to a professional development program.…”

Section: Leadership and School Supportmentioning

confidence: 99%

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In Search of Effective Professional Development of Efl Teachers in Vietnam

Viên¹

2017

JFS

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Professional development (PD) plays an important role in maintaining and improving teachers' qualities and competences, but how to make a PD program effective in relation to needs in multiple contexts has still been a matter of much concern by administrators, researchers, and teachers alike. This paper therefore aims to deal with this issue with a view to assisting EFL teachers to develop their PD in an effective way. At first, the paper points out necessity of PD and some weaknesses in PD plans from EFL environments in Vietnam and uses them as rationale for discussion in the following parts. Then it starts xthe discussion by defining the concepts of PD and effective PD by different scholars that reflect the current trend of individualized and school-based PD, and presenting scientific evidence about characteristics of effective PD programs in the literature. From this scientific foundation, the paper finally makes suggestions about how an effective PD program for EFL teachers and by EFL teachers should be designed and implemented in the Vietnamese context with sufficient attention to contextual factors.

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Section: Content and Pedagogymentioning

confidence: 99%

Section: Addressing Teacher Changementioning

confidence: 99%

Section: Formmentioning

confidence: 99%

Section: Leadership and School Supportmentioning

confidence: 99%

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In Search of Effective Professional Development of Efl Teachers in Vietnam

Viên¹

2017

JFS

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show abstract

“…In view of professional development where teachers are seeking fulfilment through reflection and professional development, change is realized as growth or learning and teachers themselves are learners in a learning community. Daloglu (2004) suggests among others that for professional development activities to lead to teacher growth, programmes need to be adequate to facilitate critical reflection and change. Apparently it is necessary to consider how the process of teacher growth is addressed in professional development programmes.…”

Section: Teacher Professional Growthmentioning

confidence: 99%