Opportunities for Leadership Development in the Service of Language Teacher Associations

Tercero, Tanya

doi:10.1007/978-3-030-00967-0_19

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…In Turkey, so-called activities are generally conducted in large cities (İstanbul, Ankara, İzmir) where the universities there have a Professional Development Unit (PDU) as a part of administration. PDA are mostly organized in collaboration with British Council, ELEA (English Language Education Association), IATEFL, and TESOL (Faez & Valeo; 2012; Person and Yiğitioğlu, 2015; Şentuna, 2002; Tercero, 2018; Tomak & Karaman, 2013). Most universities in provincial cities, especially newly founded state or private universities are either distant from providing their teaching staff with regular PDA or they are in the very beginning of establishing professional growth culture.…”

Section: A Theoretical Look Into Teacher Educationmentioning

confidence: 99%

Promoting Continuous Professional Development of English Teachers Through Action Research

Doğan

Kırkgöz

2022

International Journal of Educational Reform

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The current study adopts a mixed-method research design to foster English Language instructors’ attitude toward professional development, self-efficacy beliefs, and reflective thinking. Vygotsky's sociocultural theory constituted the base and the professional development program was designed accordingly. The participants of the study were nine English Language instructors working at three different universities. Throughout the 16-week program, it was aimed to equip the participants with action research skills to conduct their own study in their own context according to their needs and/or interests. All the participants completed the Plan, Act, Observe, and Reflect stages of the Action Research Cycle.

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Section: A Theoretical Look Into Teacher Educationmentioning

confidence: 99%