Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development

Fitzpatrick, Damian; Costley, Tracey; Tavakoli, Parvaneh

doi:10.1016/j.jeap.2022.101140

Cited by 11 publications

(7 citation statements)

References 31 publications

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“…The teacher plays a role in the progress of learning activities (Fitzpatrick et al, 2022;Jamaludin et al, 2021;Juliandarini et al, 2023;Muzakkir et al, 2022). The recruitment of honorary teachers is done out of necessity to ensure that the learning process can still take place in schools (Alifia et al, 2022;Azizah et al, 2022;Pujiantari & Wahyudiati, 2022).…”

Section: Initial Situation When Working As An Honorary Teachermentioning

confidence: 99%

“…Honorary teachers are accepted to work even though they do not have a qualified education and experience. Teacher qualifications will affect their performance (Fitzpatrick et al, 2022;Julia et al, 2020;Rifma et al, 2022). Schools may recruit individuals who are willing to become honorary teachers even if they do not possess the appropriate educational qualifications (Febriana et al, 2018;Ngabiyanto et al, 2019).…”

Section: Initial Situation When Working As An Honorary Teachermentioning

confidence: 99%

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Recruitment of Honorary Teachers in Public Elementary Schools

Putrawan,

Marmoah,

Supianto

2024

j. ilm. sekol. dasar

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The teacher is one of the factors that determine the success of education. Honorary teachers are a reality in Indonesia's education sector, including in public elementary schools. This research explores the meaning related to the recruitment of honorary teachers in public elementary schools. The research adopts a qualitative approach with a phenomenological method. The data in this study are transcripts of in-depth interviews with informants. Fourteen informants in this study comprised twelve honorary elementary school teachers and two school principals. There are three stages of data analysis data reduction, data presentation, and drawing conclusions. This research found that public elementary school s employ honorary teachers to address teacher shortages. Each honorary teacher has their own reasons for registering as an honorary teacher, such as job opportunities, bringing happiness to their parents, and a sense of dedication. Public elementary schools can recruit honorary teachers even if they do not have a PGSD degree. The implications of this research are related to meeting the needs of teachers in public elementary schools, increasing the welfare of honorary teachers, and teacher recruitment that takes into account the suitability of educational qualifications.

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Section: Initial Situation When Working As An Honorary Teachermentioning

confidence: 99%

Section: Initial Situation When Working As An Honorary Teachermentioning

confidence: 99%

Recruitment of Honorary Teachers in Public Elementary Schools

Putrawan,

Marmoah,

Supianto

2024

j. ilm. sekol. dasar

View full text Add to dashboard Cite

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“…Attempting to prepare students for academic situations, a key participant in effective delivery of EAP knowledge is teachers. Basturkmen (2014) stressed the significant role of practice-oriented strategies and specialized knowledge in EAP teachers' professionalization (see Atai et al, 2022;Fitzpatrick et al, 2022). While EAP teachers contribute significantly to the growth of educational institutions (Atai & Nejadghanbar, 2017;Campion, 2016;Fitzpatrick et al, 2022;Kaivanpanah et al, 2021), their workplace environment can influence their roles, which consequently shapes their agency, identity, emotion, and their overall professionalism (see Bahrami et al, 2019;Ding, 2019;Fitzpatrick et al, 2022;Harwood, 2017).…”

Section: Eap Teacher Professionalismmentioning

confidence: 99%

“…Given the ample focus on specific characteristics of EAP teaching and instruction, research on EAP teachers' professionalism and practice has only recently gained increasing momentum (e.g., Bahrami et al, 2019;Ding & Campion, 2016;Fitzpatrick et al, 2022;Kaivanpanah et al, 2021). For example, reporting on a mixed method design, Fitzpatrick et al (2022) explored EAP teachers' consideration of what constitutes expertise. Based on questionnaires and semi-structured interviews with 116 teachers, the study findings indicated that there is no similar approach to EAP teachers' professional development.…”

Section: Eap Teacher Professionalismmentioning

confidence: 99%

Exploring Iranian EAP teachers’ well-being: an activity theory perspective

Nazari,

Karimpour

2024

Asian. J. Second. Foreign. Lang. Educ.

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Despite the growth of research on EAP teachers in the past decade, little research has focused on their emotions and much less on their well-being. In response to this gap of knowledge, the present study draws on the theoretical framework of activity theory and explores the well-being of 13 Iranian EAP teachers. We collected data from a questionnaire, narrative frames, and semi-structured interviews. Data analyses revealed three themes in relation to the teachers’ well-being: (1) content as a site of experiencing positive and negative emotions, (2) content and institutional contextualities as determinants of seeking purpose in EAP instruction, and (3) sociocultural parameters as shaping meaning in EAP instruction. We found that EAP teacher well-being functions as a layered construct that is influenced by various personal, institutional, and sociocultural dynamics, and substantially influences teachers’ professional practices, identities, and emotions. Across these processes, content operates as the antecedent or consequence of the influence in EAP instruction. Based on the findings, we provide implications for teachers and teacher educators in how to employ professional alternatives that could effectively contribute to EAP teachers’ well-being.

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“…Pedagogical Training: Pedagogical training programs should be tailored to Chinese language education. Educators learn effective teaching methodologies, curriculum development, and assessment techniques specifically designed for Chinese language instruction (Berliner, 1988;Fitzpatrick et al, 2022). -Cultural Competence: This part of the training ensures that educators understand and respect Chinese culture.…”

Section: Reflections On the Future Training Of Native Chinese Teacher...mentioning

confidence: 99%

Enhancing Local Chinese Language Teacher Training in the Republic of the Congo

Savinien

2023

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China is now one the most important countries in the globe, and with the increasing influence of Chinese language and culture, Chinese education has become more and more important during the last two decades in Africa in general, and in the Republic of Congo in particular. However, we assert the existence a major flaw in the field of Chinese education, mainly the lack of adequate training programs for Chinese teachers. Thus, this study investigates the current situation of local Chinese teacher training in the Republic of the Congo, with to goal to identify the main challenges related to the issue, and to put forward innovative methods to solve these challenges. Lately, Chinese teaching in the Republic of Congo has developed rapidly. Looking into the future, this research outlines the future research direction in the field of Chinese teacher training. It emphasizes the potential long-term impact of intensive training on language education, cultural exchanges and economic opportunities for Congolese students. In addition, it emphasizes the role can be played by government agencies, educational institutions and international organizations in supporting such initiatives.

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Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development

Cited by 11 publications

References 31 publications

Recruitment of Honorary Teachers in Public Elementary Schools

Recruitment of Honorary Teachers in Public Elementary Schools

Exploring Iranian EAP teachers’ well-being: an activity theory perspective

Enhancing Local Chinese Language Teacher Training in the Republic of the Congo

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