EFL Teachers’ Preferences for Teacher Learning Activities in a Professional Development Course

Yumru, Hülya

doi:10.1016/j.sbspro.2015.07.503

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…To address the importance of allowing the target teachers to participate in the design of the professional development program, Yumru (2015) conducted a study to explore EFL teachers' preferences for teacher learning activities in a professional development course in Turkey. As the Turkish Ministry of National Education (MEB) built a new English language teaching programs for the K-12 education, teachers were in need for a professional development program to help them cope with these changes.…”

Section: Previous Studies In the Professional Developmentmentioning

confidence: 99%

Saudi EFL Teachers' Perceptions of Professional Development Activities

Alshumaimeri,

Almohaisen

2023

Preprint

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This study explored how often Saudi EFL teachers engage in professional development (PD) activities and how useful these activities were to them for their teaching practices. A random sample of seventy-seven English language teachers in Riyadh, the capital of Saudi Arabia, was selected. Questionnaires were used as a data collection tool. The results showed that discussing lessons with supervisors and sharing ideas informally with colleagues about teaching were the PD activities these teachers do most often. Travelling to other countries for professional development purposes and attending international conferences were the least frequent PD activities that teachers engage in. The most useful PD activities indicated by the teachers were discussing lessons with supervisors and observing other teachers' lessons (peer observation). The study also revealed that two-thirds of the teachers were not satisfied with the PD activities they do at school. The teachers held a range of views about what PD is. The most common view, though, referred to activities which develop teachers' teaching skills. Teachers should view teaching as a professional continuum where professional development is a lifelong learning endeavor.

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Section: Previous Studies In the Professional Developmentmentioning

confidence: 99%

Saudi EFL Teachers' Perceptions of Professional Development Activities

Alshumaimeri,

Almohaisen

2023

Preprint

View full text Add to dashboard Cite

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“…This problem is often encountered in an L2 learning process. Yumru revealed that teaching L2 to strong L1 classes will face significant challenges [19]. It is because the strength of the L1 still affects the learning process [20]- [22].…”

Section: Limited Class Interaction Problemsmentioning

confidence: 99%