Continuing professional development/continuous professional learning for English language teachers

Exploring EFL Teachers’ Site-Based Professional Development: Beliefs and Practices

“…It is the responsibility of stakeholders of education that deal with beliefs of teachers and shape the existing beliefs of the teachers in light of the current model of teachers' professional development. They are expected to do these by providing job-embedded teachers' professional development practices, different trainings on the effective work of teachers' professional development, making the teachers' physical work condition attractive and providing different resources and materials (Al Asmari, 2016;Hayes, 2014;Reimers-Villegas, 2003).To do this, the stakeholders of education are expected to have positive belief towards teaching profession and teachers' professional development because it is their belief that regulates their attention towards the teaching profession and teachers' professional development (Gilakjani&Sabouri, 2017).…”

A Scoping Review of the “Nest/Nnest Studies” in Turkey: A Country in Focus

“…Parallel to the increasing growth in critical approaches to ELT since the 1970s and the exponential interest in (second) language teacher identity since the late 1990s (e.g., Barkhuizen, 2016;Kanno & Stuart, 2011;Varghese et al, 2016;Yazan, 2018), we have been witnessing the emergence of, what some scholars call, "NEST/NNEST studies 2 " (Kirkpatrick, 2010;Llurda, 2018) as a bona fide area of inquiry in ELT and applied linguistics. Over the years, several scholars developed broad overviews and critiques of the scholarship generated in this domain (Kamhi-Stein, 2016;Llurda, 2016;Medgyes, 1992;Moussu & Llurda, 2008;Rudolph et al, 2015;Selvi, 2019a, Swearingen, 2019Yuan, 2019). However, even a cursory overview of the existing literature and review studies reveal that country-specific investigations providing systematic overviews of research efforts in local contexts are often absent in such investigations.…”

“…Barkhuizen, 2016;Kanno & Stuart, 2011;Varghese vd., 2016;Yazan, 2018) neticesinde bazı bilim adamlarının "anadili İngilizce olan/olmayan öğretmen çalışmaları" (NEST/NNEST studies) (Kirkpatrick, 2010;Llurda, 2018) olarak adlandırdığı bir araştırma alanının ortaya çıktığı söylenebilir. Yıllar boyunca, pek çok araştırmacı bu alanda ortaya çıkan gelişmeleri kapsamlı olarak değerlendiren ve eleştiren yazılar ortaya koysa da (Kamhi-Stein, 2016;Llurda, 2016;Medgyes, 1992;Moussu & Llurda, 2008;Rudolph vd., 2015;Selvi, 2019a;Swearingen, 2019;Yuan, 2019), alan yazında ülke bazında yapılan sistematik değerlendirmelerin eksikliği aşikardır. Bu gereksinimden hareketle, bu çalışma Türkiye bağlamında "anadili İngilizce olan/olmayan öğretmen çalışmaları" alanında son yirmi yılda yapılan (43'ü hakemli dergi makalesi, 7'si kitap bölümü, 26'sı yüksek lisans tezi ve 9'u doktora tezi olmak üzere) toplam 85 çalışmanın bir kapsam incelemesini sunmaktadır.…”

“…Since the mid-20 th century, we have been witnessing an unprecedented linguistic phenomenon-the emergence of English as "the language of the planet, the first truly global language" (McCrum, 1987, p. 19). The processes (e.g., cultural and economic globalization, colonial exploitations), power relations (e.g., contemporary inequalities, and neoliberal ideologies), implications in various domains (e.g., commerce, culture, technology, travel, and religion) and trajectories across borders and boundaries (e.g., (in)voluntary migration, transnational mobility, and intercultural communication) have collectively paved the way for bourgeoning of this global phenomenon (Pennycook, 2016;Selvi, 2019a). Therefore, today, the English language is often defined as "international," "global," or "world" language (McArthur, 2004) and serves as the de facto medium of communication (vis-à-vis other languages and semiotic resources) among people coming from a wide variety of ethnolinguistic backgrounds (McKay & Bokhorst-Heng, 2008).…”

“…Due to prevalent White, Western-driven, (often) male-dominant, modernist, middle-class, predominantly monolingual discourses of ELT (Kubota & Lin, 2009), different aspects of the ELT profession (e.g., theory, research, publishing, instructional materials, assessment, teacher training, and hiring practices, just to name a few) have been defined by dichotomously juxtaposed constructs of being, becoming and doing: 'us/them,' 'local/expatriate,' 'center/periphery,' and 'native speaker (NS)/non-native speaker (NNS), and concomitantly 'native English-speaking teacher (NEST)/non-native English-speaking teacher' (NNEST) (Rudolph et al, 2019;Selvi, 2019a). Personal and professional responses countering idealization and essentialization of language teacher identity, sometimes called as "the NNEST movement" (Braine, 2010;Kamhi-Stein, 2016), take theoretical, practical, and professional dimensions (Selvi, 2014).…”