Impact of an English-as-a-Second-Language Professional Development Program

Eun, Barohny; Heining-Boynton, Audrey L.

doi:10.3200/joer.101.1.36-49

Cited by 21 publications

(14 citation statements)

References 13 publications

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“…There is an extensive research-based literature that identifies that CPD activities, such as seminars, courses, certifications, etc., are not effective in teachers' practices and on students' achievements if these activities are not supported in teachers' practices. For example, after attending any kind of CPD, teachers should be observed and given feedback on their practices related to their seminar or in-service training so that they may benefit from it and will be able to improve their teaching practices (Ekiz 2010;Eun and Heining-Boynton 2007;Hill 2009;Hodkinson and Hodkinson 2005;Kent 2004;Locke et al 2005).…”

Section: European Journal Of Teacher Education 253mentioning

confidence: 99%

Teaching profession career ladder programme in Turkey: implementation, outcomes and challenges

Çìl

Çepni

Besken-Ergisi

2014

European Journal of Teacher Education

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Turkey has implemented various programmes to increase the quality of in-service training for K-12 teachers with varying success. One of the most recent state-wide implementations of these programmes is the Teaching Profession Career Ladder Programme (TPCLP) that was put into practice in 2005. This study investigates teachers' views related to the implementation of the TPCLP. A detailed account of the application process and teachers' views towards the implementation will generate suggestions to raise the effectiveness of the implementation. Data were collected through semi-structured in-depth interviews. Analysis of data revealed that teachers hold direct intensive criticism towards many criteria of the TPCLP, particularly the examination. Furthermore, they have mixed perspectives as to whether the programme is effective. This study shows that career ladder implementation failed to contribute to continuous professional development of teachers and the quality of the education process in K-12 schools.

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Section: European Journal Of Teacher Education 253mentioning

confidence: 99%

Teaching profession career ladder programme in Turkey: implementation, outcomes and challenges

Çìl

Çepni

Besken-Ergisi

2014

European Journal of Teacher Education

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“…The assumption behind these workshops is that once run, teachers are able acquire and apply what they have learned in their classrooms (Hutchinson & Hadjioannou, 2010). Research on teacher professional development workshops indicates that it is unlikely that the knowledge and skills presented at workshops transfer to classroom practice (Eun, & Heining, 2007, Gomez & Diarrassouba, 2014. Educational stakeholders, including national, state educational decision makers, and teacher preparation programs, ought to address that issue of preparation of regular classroom teachers.…”

Section: Introductionmentioning

confidence: 99%

No English Learner Left Behind: How Can States and Teacher Preparation Programs Support Content-Area Practitioners?

Diarrassouba¹

2017

ELT

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This study investigates the responses that education stakeholders give to regular teacher and teacher candidate professional needs because of the increasing number of English learners. Two major research questions related to the increase of English learners in US schools and to the responses that stakeholders have provided guided the inquiry. Using a case study approach, the results show that not only have the numbers of English learners risen, but also that some school districts have witnessed drastic demographic shifts. In response to these shifts, decision makers have attempted to meet teacher professional needs. In light of these findings, I formulate recommendations to educational stakeholders at national, state, local, and to teacher preparation program developers to engage in systematic reforms to meet regular practitioner needs.

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“…(Gatbonton, 2000) writes, "Pedagogical knowledge or teachers' constructs of the task of teaching is ... the teacher's accumulated knowledge about the teaching act (e.g., its goals, procedures, strategies) that serves as the basis for his or her classroom behaviour and activities" (p. 586). This intellectual "basis" is commonly targeted in the employment process -suggested in different policy documents, for example the Ontario College of (Ontario College of Teachers, 2013) and is believed to be maintained and complemented by professional development programmes (Eun & Heining-Boynton, 2007;Fielstein & Phelps, 2001). …”

Section: Introductionmentioning

confidence: 99%

The Impact of Canadian Social Discourses on L2 Writing Pedagogy in Ontario

Kalan

2013

ELT

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This paper attempts to illustrate the impact of Canadian social, political, and academic discourses on second language writing pedagogy in Ontario schools. Building upon the views that regard teacher knowledge as teachers' sociocultural interactions and lived experiences, and not merely intellectual capabilities gained within teacher preparation, this article proposes that the impact of dominant social discourses on classroom practice might be more profound than teachers' creativity and initiative. This idea is demonstrated by examining the findings of a grounded theory study of frequently employed strategies that can deal with intercultural rhetoric in EAL (English as an additional language) academic writing. Guided by Foucauldian critical discourse analysis, this article approaches the experiences of five Ontario EAL teachers with intercultural rhetoric in order to show the significance of the influence of dominant Canadian social discourses on their practice. This report, in particular, explores possible connections between the popularity of strategies that employ students' first languages in EAL academic writing and dominant social, political, and academic discourses in Canada over the past 50 years. This paper, finally, poses questions about the future of EAL writing pedagogy as anti-multiculturalism discourses gain more dominance in Canada.

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Impact of an English-as-a-Second-Language Professional Development Program

Cited by 21 publications

References 13 publications

Teaching profession career ladder programme in Turkey: implementation, outcomes and challenges

Teaching profession career ladder programme in Turkey: implementation, outcomes and challenges

No English Learner Left Behind: How Can States and Teacher Preparation Programs Support Content-Area Practitioners?

The Impact of Canadian Social Discourses on L2 Writing Pedagogy in Ontario

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