EFL Professional Development: Discussion of Effective Models in Literature

Almuhammadi, Anas

doi:10.5539/elt.v10n6p118

Cited by 6 publications

(7 citation statements)

References 12 publications

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“…In the field of ELT, Almuhammadi (2017) recommended that effective PD should focus on three concepts of ( 1) context, ( 2) content, and ( 3) process which are presented as follows:…”

Section: Improving Student Outcomesmentioning

confidence: 99%

“…PD is affected by many different factors. These influencing factors are divided into three main categories comprising (1) content, ( 2) context, and ( 3) process related factors (Almuhammadi, 2017;Center for Applied Linguistics, 2010;Guskey & Sparks, 1996;Murray, 2014). The arrows represent the direction of these influences.…”

Section: Integrated Framework Of Effective Pd For Efl Lecturersmentioning

confidence: 99%

“…Overall, the integrated framework of effective PD for EFL lecturers captures the role that the content, context, and process play in determining the quality of lecturers' PD (Almuhammadi, 2017) and indicates that these factors can promote or inhibit lecturers' engagement in PD activities. In order to implement effective PD activities, it is important to call for reciprocal collaboration and support from different stakeholders at the macrosystem, exosystem, mesosystem, and microsystem levels and ensure that the key characteristics of content, context, and process are carefully considered.…”

Section: Processmentioning

confidence: 99%

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Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Ngo¹

2021

Preprint

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As a consequence of globalisation, English language teaching (ELT) has been identified as one of the key emphases of the national education reforms in Vietnam. Professional development (PD) of teachers attempts to enhance the quality of ELT. However, there is a paucity of research investigating English as a foreign language (EFL) lecturers’ perceptions towards their experiences of PD in order to understand how PD currently functions and could potentially function within the context of Vietnamese higher education. My project has sought to address this gap by contributing insights into tertiary EFL lecturers’ PD experiences. More specifically, this study has drawn on Bronfenbrenner’s (1979) ecological systems theory and Knowles’ (1980) andragogy theory as theoretical frameworks for understanding how tertiary EFL lecturers experience PD as adult learners and the contextual factors which influence their PD experiences. A phenomenological research design as proposed by Moustakas (1994) enabled lecturers’ lived experiences of PD to be explored through phenomenological interviews with 12 EFL lecturers across the three groups of beginning, midcareer, and late-career and four academic managers at one Vietnamese university. The recruitment of the participants from the three groups aimed to examine lecturers’ experiences of PD at their different career stages. The inclusion of both lecturers and academic managers was considered essential in collecting multiple perspectives on the PD experiences. In addition, document analysis was used to collect information from national and institutional documents in order to better understand the contexts within which lecturers experienced PD. Evidence from this study highlights that lecturers’ PD is a multidimensional and dynamic activity. Influenced by the national language reforms and important projects such as Project 2020 and Project 911, EFL lecturers had been exposed to a wide range of formal PD activities (e.g., seminars, workshops, and conferences) and job-embedded PD activities (e.g., research projects, textbook and teaching material development, and professional meetings) in the three years prior to data collection. Lecturers expressed their need for further PD activities that were content-focused, on-going, collaborative, and specific to their career-stage. EFL lecturers’ involvement in PD activities was positively influenced by enablers (e.g., the status of English as a global language, national policies and projects, student outcomes, occupational prestige, and personal responsibility), but there were also barriers hampering lecturers’ career development (e.g., top-down national requirements, inappropriate institutional policies, insufficient collegial and managerial support, and time constraints). This study demonstrates that PD initiatives for Vietnamese tertiary EFL lecturers need to be reformed. At the national level, it is important for the Vietnamese government and MOET to understand lecturers’ real needs for PD when implementing any PD activities. At the institutional level, a comprehensive framework with specific requirements and guidelines regarding lecturers’ engagement in PD activities would bring greater coherence and consistency. At the individual level, a proactive role by EFL lecturers would further foster their professional growth along with fulfilling the national and institutional requirements. The findings of this study are represented through an integrated framework of effective PD for tertiary EFL lecturers which combines three main aspects of content, context, and process. This representation helps to shed light on what PD planners and academic managers need to focus on when planning, organising, and implementing PD activities in the setting of Vietnamese education reforms. Implications are drawn for PD planners, academic managers, and EFL lecturers as these groups need to closely collaborate in order to promote lecturers’ PD and improve the quality of ELT in Vietnam. Implications for future research are also discussed. The study makes significant contributions to current literature related to tertiary EFL lecturers’ lived experiences of PD within the Vietnamese higher education context and may be applied to other international contexts.

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“…In the field of ELT, Almuhammadi (2017) recommended that effective PD should focus on three concepts of ( 1) context, ( 2) content, and ( 3) process which are presented as follows:…”

Section: Improving Student Outcomesmentioning

confidence: 99%

Section: Integrated Framework Of Effective Pd For Efl Lecturersmentioning

confidence: 99%

Section: Processmentioning

confidence: 99%

See 1 more Smart Citation

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Ngo¹

2021

Preprint

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show abstract

“…According to Ramsburg (2011), there are three forms of teacher professional development: formal teacher professional development, site-based teacher professional development, and self-directed teacher professional development. Accordingly, in this study, we suggest that the forms of training that teachers engage in will influence their level of commitment toward PD (Almuhammadi & Almuhammadi, 2017; Desimone et al, 2002; Shernoff et al, 2018). Hence, we provide arguments that support the notion that teachers’ training forms affect PD.…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 82%

“…Another school of thought suggest that the duration period for these PD programs is not enough for which the intended purpose cannot be achieved (Boyle et al, 2005; Garet et al, 2001). Teacher PD is more essential than ever before, given changing social and global needs and different student dynamics than decades ago (Almuhammadi & Almuhammadi, 2017; Bautista & Ortega-Ruiz, 2015; Tran & Pasura, 2021). PD needs to be modified to keep up with the demands of an ever-changing environment.…”

Section: Introductionmentioning

confidence: 99%

Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy

Ma,

Oteng Agyeman,

Kwasi Sampene

et al. 2023

SAGE Open

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The critical role of the educational sector in improving and reforming society and the world has aroused the interest of governments and agencies to exert substantial financial resources to reduce the financial burden of parents in educating children and attaining a holistic approach to national development. This paper evaluates the impact of variables such as professional needs, form of training, duration period, perceived impact, and feedback effect on teacher professional development (PD) in Ghana. To facilitate the study objective, we used a survey design approach to collect data from 400 teachers in the Central region of Ghana. This paper adopted PLS-SEM for analysis. The study concludes that: (1) The duration period of PD training significantly affects teacher feedback effect and professional needs. (2) Feedback effect from teachers has a significant effect on PD. (3) The form of training that teachers receive has a direct effect on PD. (4) Perceived impact influences feedback effect and PD. (5) Teachers’ professional needs impact their feedback effect. To achieve the target goals, stakeholders, teachers, and PD planners for SHS, must ask more specifically from teachers about what knowledge or content they would like to learn and their prioritized mode of training and duration period needed.

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An Integrated Framework of Professional Development for Vietnamese Lecturers of English as a Foreign Language

2022

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This study applied phenomenology as a methodology in order to gain deeper insights into the lived professional development (PD) experiences of Vietnamese tertiary English as a foreign language (EFL) lecturers. Evidence from this study highlights that lecturers’ PD is a multidimensional and dynamic activity. Grounded in a combination of ecological systems theory and andragogy theory, the findings of this study led to the design of an integrated framework of effective PD for tertiary EFL lecturers that incorporates the three main dimensions of content, context and process. This representation helps to shed light on what PD planners and academic managers need to focus on when organising and implementing PD activities. The study contributes to the current literature related to tertiary EFL lecturers’ lived experiences of PD within the Vietnamese higher education context and may be applied to other international contexts.

show abstract

EFL Professional Development: Discussion of Effective Models in Literature

Cited by 6 publications

References 12 publications

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy

An Integrated Framework of Professional Development for Vietnamese Lecturers of English as a Foreign Language

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