Professional development of secondary school EFL teachers: Voices from Indonesia

Cirocki, Andrzej; Farrell, Thomas S. C.

doi:10.1016/j.system.2019.102111

Cited by 72 publications

(79 citation statements)

References 16 publications

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“…There are two ways of thinking about relationships and practice: application of theory and theorizing in practice. The application of theory involves making connections between concepts, information and theories; the theorizing of practice on the other hand, involves reflecting on practice and developing an understanding of its underlying meaning in order to better understand the nature of language teaching and learning (Burn & Richard, 2009, Cirocki & Farrell, 2019.…”

Section: Tpd and Teachers' Beliefs And Practicesmentioning

confidence: 99%

“…Their heavy workload restrains them from initiating PD activities from themselves. A recent study reported that Indonesian teachers had enough opportunity to develop professionally but not everyone took advantages of this (Cirocki & Farrell, 2019). These problematic issues related to TPD are further compounded by the fact that, within English as a foreign language (EFL) teaching contexts, little is known about how EFL teachers interpret his/her TPD activities and how his/her cognition is reflected in teaching practices.…”

Section: Introductionmentioning

confidence: 99%

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Teacher Professional Development: The Story of English Teacher's Beliefs and Practices

2020

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Teacher professional development is often seen as the key to powerful education improvement. Therefore, teachers are expected to experience continuous professional development to keep abreast with the endless change taking place in the education routines. This study revealed the teacher’s beliefs and practices regarding with teacher professional development activities. Using qualitative study, mainly through written guided reflection and interview, this investigation resulted in two important findings. The first dealt with the teacher’s strong and positive beliefs toward teacher professional development activities and the other revealed the teacher’s exemplary practices. Hence, this research gives the implication for the teachers to always be involved in life-long endeavor to maintain the professionalism.

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Section: Tpd and Teachers' Beliefs And Practicesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher Professional Development: The Story of English Teacher's Beliefs and Practices

2020

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“…The effectiveness of peer observation of teaching has been documented in a number of studies in in different ELT contexts around the world (Shukri, 2014;Cirocki & Farrell, 2019;Tzotzou, 2014). Peer observation is viewed as powerful tool to improve the quality of teaching and learning, learning experiences that teachers can benefit from the interactions and feedback in both pre-service and in service.…”

Section: Peer Observation In Eltmentioning

confidence: 99%

Benefits and Challenges of Peer Observation Among Saudi EFL Female Teachers in Public Schools

Alghamdi

Alsolami

2020

IJL

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This study aims to explore perceptions of the benefits and challenges of peer observation among EFL female teachers in Saudi Arabia working in public schools. A mixed-methods research design was adopted, and two sets of data were collected. The first data was collected using a questionnaire where 231 teachers filled, to elicit teachers’ perceptions. The second set of data was collected through a semi-structured interview with six teachers to understand further teachers’ perceptions and challenges to peer observation in their contexts. Findings indicate that despite teachers' positive perceptions shown in the question sure results, interviews revealed that teachers are faced with various challenges that hinder the effective implementation of peer observation.

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“…A large body of research has been conducted in the last decade to understand how different CPD models enhance L2 teachers' knowledge base (e.g. Cheng & Pan, 2019;Cirocki & Farrell, 2019;Dikilitaş & Mumford, 2019;Yuan & Burns, 2017). The research provides support for the implementation of collaborative undertakings that position teachers as knowledge-creators of appropriate L2 pedagogies.…”

Section: Introductionmentioning

confidence: 99%

The ateneo as an effective model of continuing professional development: findings from southern Argentina

Banegas

Glatigny

2021

Pedagogies: An International Journal

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Despite a sustainable research interest in different forms of teachers' professional development, scant international attention has been paid to forms of professional development which are implemented in South America. Based on a qualitative research design, this study explores the impact of the ateneo as an innovative model of continuing professional development. An ateneo is a model which supports teacher reflection and change in teaching practices by concentrating on context-responsive practical issues such as lesson planning and delivery. The study was carried out with 22 teachers of English as a foreign language in southern Argentina. Data were gathered through the teachers' lesson plans, whole group discussions, and the teachers' final assignments to receive credits for completion of the ateneo. Drawing on thematic analysis, the participants envisaged the ateneo as a practice-oriented, dynamic, interaction-based, and personal as well as collective space for developing teaching skills and professional knowledge. In particular, findings show that the participants exhibited an improvement in lesson contextualization, sequencing and transitioning, maximization of resources, class time management, and reflective teaching. The study argues that the ateneo became successful given the shared teacher identity among the participants and the course tutors, and the explicit focus on the teachers' daily practices.

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Professional development of secondary school EFL teachers: Voices from Indonesia

Cited by 72 publications

References 16 publications

Teacher Professional Development: The Story of English Teacher's Beliefs and Practices

Teacher Professional Development: The Story of English Teacher's Beliefs and Practices

Benefits and Challenges of Peer Observation Among Saudi EFL Female Teachers in Public Schools

The ateneo as an effective model of continuing professional development: findings from southern Argentina

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