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Dissertations / Theses on the topic 'English teacher training'
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1
馬天民 and Tian-min Maggie Ma. "Teacher education curriculum and social transition: English teacher training in Shanghai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960376.
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Abdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.
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Ma, Tian-min Maggie. "Teacher education curriculum and social transition : English teacher training in Shanghai /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20136705.
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Jones, Theo. "Multiculturalism and teacher training in Montreal English universities." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59877.
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The contemporary discussion on the topic of multicultural education in the Canadian literature relates questions of race, ethnicity or culture to public schooling, with little attention given to the area of teacher preparation. In this study we review the political and social background of multicultural education. This study notably presents the results of a 42 item survey of pre-service teachers' perceptions of: (a) the concept of multiculturalism and; (b) the adequacy of their training for multicultural classrooms.<br>The pre-service teachers also examine their curriculum for multicultural content. This is followed up by a content analysis of the respective programs by the researcher.<br>The implications of this exploratory study are especially valuable for teacher training institutions. As multiculturalism is a fact of Canadian society, it is logical to educate our future citizens in accordance with this reality. Institutions are failing to prepare teachers for today's society if they are not providing courses in multicultural education.
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Smith, Anne Margaret. "Inclusion in English language teacher training and education." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441366.
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Dingwall, Silvia Claire. "The teacher variable in English language teaching." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481240.
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Karatepe, Cigdem. "Teaching pragmalinguistics in teacher training programmes." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367232.
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Aceituno, Jorquera Diego, Shabtay Addi Coronel, García Héctor Espinoza, et al. "Ideologies underlying the 2014 chilean english teacher training standards." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/137651.
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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa<br>The following thesis reports on a qualitative study of the Estándares Orientadores para Carreras de Pedagogía en Inglés by MINEDUC (2014). Since there are values associated with standards, the creation and application of them entail an ideology that reflects a particular shared vision. Then, the goal of this study is to identify these values in order to understand the ideologies behind the standards for teacher training in Chile, by means of characterising (a) their structure, (b) their content and (c) their social function. The Estándares Orientadores para Carreras de Pedagogía en Inglés consists of 10 standards which state the necessary skills and knowledge an early English teacher should have. These standards were analysed by assigning codes to their content in order to observe general ideas that could be interpreted as ideologies. These ideologies were categorised into three domains: structure, where standards are constructed as principles, declarations and illustrations; content, where it is explained that teachers of English should know, apply, and value their knowledge and abilities; and social function where standards seem to be created as a set of curriculum features, and not as mere guides. Ideologies identified were interpreted also in the light of an interview conducted to the head of standard design team. The ideologies identified in this study are relevant to the discussion of current English teacher training processes in Chile, and the impact that public policies have on the teaching of English in the country.
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Thayne, Shelby Werner. "Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4026.
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This study investigated the connection between teacher use of motivational strategies and observable learner motivated behavior in an adult Intensive English Program (IEP) in the United States. The question of whether teachers would find value in being specifically trained in the use of motivational strategies as part of teacher educations programs was examined. Eight teachers and 117 students were observed over the course of 24 classes using a classroom observation instrument, the motivation orientation of language teaching (MOLT), originally developed by Guilloteaux and Dörnyei (2008) and modified by the current researchers. The MOLT observation scheme allowed for real-time coding of observable learner motivated behaviors and teacher motivational behaviors based on Dörnyei's (2001) motivational strategy framework for foreign language classrooms. Postlesson teacher evaluations completed by both the observer and the teacher formed part of the measure of teacher motivational practice. Additionally, teachers attended up to two training sessions, responded to postlesson interview questions and completed a feedback survey. The results validate the previous findings that teacher motivational practice is strongly related to learner motivated behavior. Additionally, results show that teachers find value in motivational strategy training.
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Chakravarthy, Gitu. "The preparation of English language teachers in Malaysia : a video-based approach." Thesis, Bangor University, 1993. https://research.bangor.ac.uk/portal/en/theses/the-preparation-of-english-language-teachers-in-malaysia--a-videobased-approach(7a3dc1c6-696c-4f5d-af35-b7059df803d5).html.
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Rahman, Arifa. "English language teacher education in Bangladesh : towards an alternative paradigm." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10006624/.
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Kropid, Wendy. "The construction and use of two preservice English teachers' personal content belief archives." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289057.
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Two preservice English teachers' theories of the content regarding English and its teaching were elicited through several interactive interview tasks. Belief exploration tasks (concept mapping, text and topic sorting sentence completions, lesson plans, and writing the personal theory of the content) encouraged the participants to express and share their personal theories about English teaching. Pedagogical interpretation tasks (analyses of their own teaching experiences, reflections on cases of other English teachers, responses to pictures of teachers, and hypothetical situations) encouraged the participants to contemplate and rationalize their own and others' teaching decisions. The completed written tasks, additional lesson plans, and interview transcripts of task discussions were compiled in each participant's personal content belief archive. Both participants' archives were analyzed to compare the content and the manner of their responses to each task. The participants related personal experiences, lesson ideas, comments about students, and beliefs about English and teaching. The participants hesitated or requested clarifications during some tasks but confidently completed others. Besides content and confidence, differences in rate of speech and tone indicated the very personal nature of these beliefs. Each participant also reviewed and analyzed her own archive at various points, supporting, clarifying, and exemplifying the conclusions reached by the researcher. Each participant's archive was further analyzed to identify trends in personal theories. A comparison between participants suggested both held personal theories about the role of the teacher, the specific English content and skills students should be taught, the usefulness of these skills, and the means each used to continue learning about English and its teaching. Ultimately, the participants referenced their theories of the content and their attempts to enact them as they discussed their student teaching. Implications included the increased reflection by the participants after completing the tasks and analyzing their archives, and the depth and variety of information about preservice teachers' practical knowledge gathered through the study tasks. Thus, the study added to what is currently known about preservice teachers' knowledge and their ability to articulate and reflect on their knowledge as they teach and learn.
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Karakaya, Serafettin. "Teacher training : a comparison of English and Turkish theory and practice." Thesis, University of Leicester, 1995. http://hdl.handle.net/2381/35649.
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This study is a comparative analysis of systems and policies for teacher training in England, Wales and the Republic of Turkey. The introduction defines the terms of reference and sets up the framework of the recruitment, appointment and career expectations of trainee students in the two countries. The central sections of the study examine in details the structure and content of the teacher training curriculum in England, Wales, England and the Republic of Turkey. From this examination emerges a picture of two sharply contrasting approaches. The Turkish system is highly centralised with a strong emphasis placed upon students acquiring theories of knowledge. In England and Wales a very decentralised system is gradually becoming more centrally driven by Government and its related agencies. However, the thrust of central documentation and directives does not entirely negate the amount and extent of applied theory which English students acquire in the course of an increasingly school based training. The study concludes by examining the likely future direction of teacher training in the context of the Republic of Turkey joining the European Common Market. Centrally imposed policies, while providing clarity, will need to be tempered by some of the pragmatic flexibility which is a current feature of the English system. A fusion of the strengths of both systems will be necessary for the successful implementation of teacher training in both countries as the twenty first century draws closer.
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Koc, Serdar Engin. "English Language Teachers." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.
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The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo<br>Certificate for Teaching English&rdquo<br>(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU).
The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm.
Some participants&rsquo<br>perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class.
The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.
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Serna, Antonio G. "Personal, teacher training, teacher experience, and system factors associated with sense of efficacy of teachers of limited English proficient students." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3402.
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Purpose. Teacher sense of efficacy refers to teachers' belief in their ability to motivate students to learn. The purpose of this study was to examine the relationship of selected personal characteristics, training variables, experience factors, school system variables, and principal leadership behaviors to the sense of efficacy of a group of teachers of LEP students. Procedures. A sample of 44 elementary school teachers of limited English proficient students was selected from school districts in Northern California with large numbers of LEP students. Questionnaire data were collected using an instrument with several scales. The measure of teacher efficacy used in this study was developed by Gibson and Dembo. Analysis of variance, t-tests, and Fisher's Least Significant Difference were used to test the hypotheses of this study. The antecedents of efficacy examined included selected personal characteristics of teachers, the perceived effectiveness of their university and district inservice training, experience in multicultural schools, and principal support of bilingual and instructional programs. Results. Several significant relationships were found. For example, the degree to which pre- and inservice training programs helped teachers develop proficiency in the student's primary language, knowledge of the home culture, and understanding the process of second language acquisition was clearly related to their sense of efficacy. The holding of credentials authorizing bilingual instruction and the size and type of district were found to be related to sense of efficacy. In addition, support of the instructional program by the site principal and his/her involvement in curriculum planning were related to teacher efficacy. Follow-up interviews found that teachers attributed their teaching success to informal meetings with their colleagues. Recommendations. Based on this study, quality university and district inservice training for bilingual teachers is suggested. This study highlights the need for principals to actively support their bilingual teachers by involving them in curricular decision making, planning, and encouraging informal group meetings. To increase bilingual teacher effectiveness, universities need to collaborate with local school districts in planning bilingual training programs.
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Ruiz, Vázquez Luis. "Teacher training through literature building teacher awareness on the process of shift in identity on ESL learners /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1366.
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Mitchell, Sandra. "Relationships Among Teachers' Attitudes, Behaviors Toward English Language Learners, Experience, and Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2564.
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Public school teachers must meet the unique needs of English language learners (ELLs) in the general education classroom. There is a need to understand teacher attitudes toward ELLs because attitudes can explain and influence teacher behavior and professional practice. The purpose of this quantitative study was to examine the relationships between attitudes and behavior with years of experience as well as professional development among teachers working with ELLs. Sociocultural, situational learning, and second language acquisition theories provided the theoretical foundation for the study. Data were collected from 286 teachers using the Teacher Attitudes Toward English-as-a-Second-Language Survey. Analyses included descriptive statistics, correlational analysis, independent sample t tests, and Mann-Whitney U test. Results indicated a significant, direct correlation between teachers' years of experience and their attitudes regarding coursework modifications. The independent sample t tests indicated significant differences in a subscale of the variable teaching behavior between participants who had and had not received adequate training. In addition, significant differences in teachers' attitudes existed among those teachers between participants who had and had not received professional development. The study can effect social change at the local site by fostering an increased understanding of how experience and professional development influences teachers' attitudes toward inclusion and behaviors toward ELLs, thereby highlighting the importance of professional development and experience for meeting the needs of ELL students.
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Aber, John. "Toward reconceptualizing teacher training in composition : an ethnographic account and theoretical appraisal /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691094105.
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Eret, Esra. "Prospective English Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609632/index.pdf.
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ABSTRACT
PROSPECTIVE ENGLISH TEACHERS&rsquo<br>VIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF
THEIR DEPARTMENTS
ERET, Esra
M.S., Department of Educational Sciences
Supervisor: Assoc. Prof. Dr. Ahmet OK
June 2008, 137 Pages
The purpose of the present study is to investigate the prospective English teachers&rsquo<br>views on the physical environment, human resources, and program of their departments.
Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire, developed by the researcher and subjected to factor and reliability analysis, was used for data collection. Data were collected from all fourth year prospective teachers. Statistical program, SPSS, was utilized to carry out the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed.
The results of the study revealed that the prospective English teachers agreed on the views that the instructors in their departments were qualified and competent<br>the physical environment as regards to meeting their basic needs, such as heating and safety, was satisfying<br>and the program and courses were generally adequate. On the other hand, from the students&rsquo<br>viewpoints, the institutions had common problems on the three dimensions, especially on the physical environment and resources. The students disagreed on the presence of language laboratory, the existence of social areas, guidance provided by the instructors, and the administration&rsquo<br>s support and attitude to the preparation of prospective English teachers.
In conclusion, the results of this study can contribute to efforts on displaying the current status of the departments and evaluating the quality of the English language teacher education.
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Hernon-Jarvis, Jane. "The role of emotions in initial teacher training in English further education." Thesis, University of Lincoln, 2017. http://eprints.lincoln.ac.uk/28655/.
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This thesis examines the emerging role of emotional labour in the context of Further Education (FE) colleges in England. These colleges provide Initial Teacher Training (ITT) courses of study for Further Education teachers who are training to become qualified practitioners in the English lifelong learning sector. Using four teacher trainees and four teacher trainers, the thesis explores the nature and scope of how emotional labour can impact on teacher trainees’ learning and the well-being of both teacher trainees and teacher trainers in order to investigate how the insights gleaned would help to develop practice in the field of English ITT in English FE. The findings evidenced that when teaching, a relationship can form. This can be a professional relationship or a relationship that exceeds the boundaries of professionalism. Over a six-month period in 2013/2014 the teacher trainee participants completed an autobiographical life-grid, whilst both trainees and trainers completed a diary and end interview. An exploratory study using two FE colleges and analysis of data using thematic analysis was used to explore the role of emotions in ITT in FE colleges. Two significant findings presented themselves within this thesis. Firstly, the emotional dimensions of a) FE teaching are explored, and b) it is recommended that the support that is given for new teachers in FE in England become an explicit part of the curricula and of staff development in ITT delivery. Secondly, in supporting teaching staff to alleviate the burden of emotional labour, social sharing (i.e. talking about emotional aspects with peers, colleagues) should be encouraged.
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Thompson, Mary C. "Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/67.
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In October 2009, United States Secretary of Education Arne Duncan declared in a speech to Columbia University’s Teacher’s College that many university teacher preparation programs are outdated and must undergo major reform in order to produce high quality teachers needed to improve academic achievement for all students (U.S. Department of Education, 2009). Duncan stated that “America’s university-based teacher preparation programs need revolutionary change – not evolutionary tinkering” (U.S. Department of Education, 2009, p.2). To improve student success in the classroom, policy makers must understand the key role well-trained teachers play in achieving this goal (Boyd, Lankford, Clothfelter, Ladd & Vigdor, 2004; Loeb, Rockoff, & Wyckoff, 2007; Provasnik & Young, 2003; Rice, 2003; Rivers & Sanders, 2002).
This study examined the specific aspects of an English teacher preparation program that beginning teachers implement and rely on in their classrooms on a consistent basis. In addition, this study examines how administrators/department chairs view the pedagogical competence of graduates from the English teacher preparation program. The research questions that guided this study are: (1) How do beginning teachers perceive their preparation for teaching in the urban English Language Arts classroom? (2) How do school administrators perceive the teaching ability of graduates?
The participants were graduates of Southern Urban University’s English Education Master’s level program from 2005 – 2008. Data sources included Beginning Teacher Questionnaires, Administrator/Department Chair Questionnaires, in-depth phenomenological interviews with select teachers, observations of select teachers’ practice, “card sort” activity/interview, teacher artifacts and photographs. Data were analyzed inductively using the constant comparative method to determine categories and themes (Glaser & Strauss, 1967). Trustworthiness was established through research methods that confirm credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). This study provides insight into how to better educate high quality teachers through the examination of an English teacher preparation programs’ daily effect and impact on their graduates and an examination of school administrators’/department chairs perception of these graduates’ performance in the classroom.
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Sahin, Iclal. "Connecting Staff Development To Teacher Improvement: A Case Study Of An In-service Teacher Education Program For English Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615129/index.pdf.
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The aim of this study was to investigate the impact of a staff development program designed through the cascade-training model by the MoNE on primary school English teachers and their actual classroom practices. In line with this, it aimed to establish a connection between aspects of planning, implementation, and evaluation of staff development and their impact on teachers and students. A qualitative case study was employed and data were collected from 10 teachers, eight teacher trainers, and three faculty members through semi-structured interviews. Moreover, 23-hour seminar and 50-hour classroom observations were conducted, and the documents related to the seminar and actual classroom practices of the teachers were analyzed to complement the interview findings.
The results indicated that the effective practices (e.g., use of participant-centered approaches, English as the medium of instruction, practical ideas and suggestions and course book based activities) and ineffective practices (e.g., lack of needs assessment, traditional way of session delivery, and lack of follow-up) employed in the planning, implementation and evaluation phases of staff development had an impact on teachers'<br>(1) pedagogical beliefs, (2) pedagogical content knowledge, (3) actual classroom practices, (4) personal and professional growth, and (5) students. The findings further revealed that these five levels of impact interacted with each other based on the characteristics of the teachers (teaching experience and gender), their motivation, self-concepts, and the teacher education programs they attended.
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Al-Ahmed, Fatima Hussein. "The teaching of business English skills in secondary schools of commerce in Bahrain." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337591.
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Beaven, Briony. "How eight English language teacher trainers made the transition from teaching to training." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400923.
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Copland, Fiona. "Feedback in pre-service English language teacher training : discourses of process and power." Thesis, University of Birmingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521941.
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Choe, Hohsung. "Negotiation of status of Korean nonnative-English-speaking teachers." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3183507.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2868. Adviser: Sharon L. Pugh. Title from dissertation home page (viewed Oct. 9, 2006).
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Ortakoyluoglu, (kucukavsar) Hale. "A Comparison Of Professional Qualities Of Two Groups Of Prospective English Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605437/index.pdf.
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The purpose of the study is two-fold. The primary concern is to specify to what degree the senior students of the Department of English Language Teaching (ELT) at Abant izzet Baysal University and those, authorized with a teaching certificate, of the Department of English Language and Literature (ELL) at Erciyes University feel knowledgeable and competent in meeting the international standards that an English Language teacher should have. The secondary concern is to identify to what degree the methodology courses offered by the ELT and Certificate Programs seem adequate to provide the students with those standards in terms of general aims, the contents and the number of methodology courses.In this study, various methods of gathering data were utilized: A two-part questionnaire (i.e., knowledge and performance) were given to the senior students of the two departments, and interviews were conducted with the instructors who teach methodology courses in these programs.The findings related to the first concern of the study revealed that the senior students of the ELT Department felt better prepared than those of the ELL Department in achieving the desired standards. In the &ldquo<br>Language and Awareness&rdquo<br>domain of the knowledge and performance parts of the questionnaire, ELT students got the lowest mean scores. Among the five, only in this domain, did the students from the ELL department outrank the students from the ELT department. In other words, the ELL students felt more knowledgeable and competent in many aspects of language and culture than the ELT students. Yet, the t-test results indicated that the difference between the students&rsquo<br>perceptions of their knowledge and competence in this domain of the two parts of the questionnaire is not statistically significant. In the other domains, &ldquo<br>Learning, Teaching, Assessment, and Classroom Environment&rdquo<br>of the knowledge and performance parts of the questionnaire, the ELT students seemed to be more satisfied with the input and practice when compared to the ELL students, but the t-test results of both groups indicated that the perceptions showed a statistically significant difference only in &ldquo<br>Learning, Teaching, Assessment, and Classroom Environment&rdquo<br>domains of the performance part of the questionnaire.The findings related to the second concern of the study indicated that the two programs (i.e., ELT and Certificate) seemed adequate, to a certain degree, in providing prospective English Language teachers with desired standards. However, based on the opinions of students and instructors, it could be concluded that those programs had some deficiencies in terms of the contents and the number of the methodology courses.In the light of the data collected and analyzed, some recommendations are made about the revealed deficiencies in the ELT and Certificate Programs in the last chapter to ensure that the prospective teachers are equipped with the best qualities and standards required to be a professionally qualified English teacher.
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Lengeling, M. Martha. "Becoming an English teacher : participants' voices and identities in an in-service teacher training course in central Mexico." Thesis, University of Kent, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445709.
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Forrester, Victor David Nicolson. "Motivational adjustment of (primary) teacher trainees in the early stages of learning to teach English in Hong Kong." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1236/.
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Despite decades of research on human motivation within an educational context, there emerges neither one theory nor one pragmatic intervention that is commonly accepted. These observations raise two fundamental questions: why does human motivation confound a common theoretical base and why does it appear to resist interventions? Addressing these two fundamental questions, this thesis offers a literature critique that highlights motivation in education as value-laden. The thesis then posits that to understand motivational adjustment the critical focus lies not on the value-agents (lecturers, parents) but on the value-receivers (the students). Additionally, the thesis posits that an adequate comprehension of students' motivational adjustment requires a research methodology that embraces the defining context. The research subjects are two cohorts of trainee (Primary) teachers. The first cohort (N=47) comprises incoming students direct from Secondary education. The second cohort (N=33) are post Certificate in Education students with prior work and teaching experience. Both cohorts are enrolled in first semester, Batchelor of Education programmes at the Hong Kong Institute of Education in Hong Kong, Special Administrative Region of the Peoples' Republic of China. A feature of this study is that the research subjects are ethnic Chinese. Reporting a semester-long study, a critique of 'motivation' is provided in the light of data collated from both pre and post semester questionnaires (N= 160) and mid and end semester interviews (N= 38). Data analysis displays the emergence over one semester of an underlying motivational conformity towards prioritising 'self-defense'. Three effects of prioritising 'self-defense' are noted: first, students' perception of an event is subservient to its short-term experience; second, cognition is subservient to affective responses and third, goals are determined by the interaction between the affective and cognitive responses. The thesis concludes by noting implications for further research in both human motivation and cultural studies. Key words: Motivation, teacher-training, culture. ethnic Chinese, Hong Kong (PRC).
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Alsufyani, Muhammad. "English as a Foreign Language Teachers' Perspectives of The New Curriculum Training in Taif, Saudi Arabia." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467210940.
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Ariogul, Sibel. "Exploring of teacher knowledge base a qualitative study of English as a foreign language (EFL) teachers' practical knowledge in Turkey /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223068.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.<br>"Title from dissertation home page (viewed June 27, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2083. Adviser: Sharon Pugh.
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Carrera, Hazel Carolyn. "Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82542.
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Urban Education<br>Ph.D.<br>This study examines the use of instructional coaching in one urban school as a form of professional development for teachers. The use of instructional coaches in the classroom has become more and more popular in many school districts across the nation as they look for ways to improve student performance by improving the performance of their teachers. With higher academic standards placed on schools, there is greater demand on teachers to make certain that all of their students are successful. The need for professional development and coaching for teachers of English language learners (ELLs) is discussed.
The research site for this study, City View Middle School, is located in a large urban school district where approximately 176,000 students are English language learners. The participants include 1 principal, 14 teachers, and 2 coaches. At the school, all students are considered English language learners and 40% are also considered Students with Interrupted Formal Education (SIFE). This case study employed qualitative methods in the form of observations and interviews of each participant.
From the teachers' perspective, three themes emerged as their greatest challenges in working with English language learners. These included: student stressors related to adapting to a new country, the wide range of literacy levels in the classroom, and teaching academic language. Even with these challenges facing them, were teachers willing to work with coaches in an effort to improve their classroom practice? Were teachers receptive to the feedback they received from coaches? Were they willing to try new strategies? Were there any signs of teacher resistance? How were coaches able to create change?
The coaches offered a professional development program that included training in the following areas: vocabulary, reading, writing/lesson planning, and cooperative learning strategies. Two types of coaching were implemented at the school: 1) peer observations and group debriefing sessions in Teacher Learning Communities (TLCs); and 2) individualized coaching sessions, which included: a one-on-one pre-meeting, an observation, and a one-on-one debriefing session.
The results of this study suggest that there were several preconditions for change. In order for change to occur there were several interrelated factors that needed to take place in the coaching relationship. The professional and personal qualities of the coaches became key factors in how coaching was established at the school. These qualities affected the ways in which they established trust, how they set the tone for their work at the school, how they provided teachers feedback and opportunities for reflective dialogue, and how they created a supportive and nurturing environment. These elements of coaching allowed teachers to feel comfortable to: ask questions, seek help, change their perceptions about what works and what does not work with ELLs, and the confidence to try something new. The support from the principal was also a key element in creating change. Without the principal's support, coaches would not have been able to accomplish their goals with the teachers. This study contributes to our understanding of how schools can support teachers who are experiencing an increasing number of English language learners in their classrooms and do not have the credentials to effectively teach them.<br>Temple University--Theses
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Horner, Chris. "Talkin' proper : the challenges facing students from non-traditional pathways on Initial Teacher Training courses." Thesis, n.p, 2001. http://oro.open.ac.uk/18839.
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Afifi, Shaaban El-Afifi Abdel-Aziz. "Teaching English at the College of Business Studies in Kuwait : implications for ESP teacher training." Thesis, Cardiff University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332476.
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Imelwaty, Sri. "An investigation of teacher‐trainers’ perceptions of Indonesian English, proficiency in English, and training practices in West Sumatra, Indonesia." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/177.
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This study investigated teacher-trainers’ perceptions of the construct ‘proficiency in English’, and the manifestation of the perceptions in training practices. The degree of fit between perceptions and practices was discussed to inform English language teaching pedagogy with respect to the development of a distinctly Indonesian variety of English. A sequential mixed method research design underpinned this study. The research was conducted in West Sumatra province, Indonesia. Research findings indicated the gaps between perceptions and practices.
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Korkmazgil, Sibel. "How Does Blogging Enhance Pre-service English Language Teachers'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610573/index.pdf.
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This was a case study which aimed to examine how blogging enhanced reflection among pre-service English language teachers in Practicum. 12 pre-service English language teachers enrolled in the undergraduate program of English Teaching Education in the Department of Foreign Language Education at Middle East Technical University participated in the study which comprised a 12-week time span in the 2007-2008 spring term.
Data collection consisted of archival records of participants&rsquo<br>blog posts and comments, pre- and post-study interviews with each pre-service teacher, and field notes taken by the researcher throughout the study. All the blog content was archived and available on the Internet throughout the study. Recurring patterns in pre-service English language teachers&rsquo<br>blog postings were used as a measure of their reflectivity. Earlier and later blog postings were compared to check evidence of change in the level of the pre-service teachers&rsquo<br>reflective thinking.
Results indicated that: (1) the pre-service English language teachers frequently discussed their personal theories of teaching, the problems that they formulated based on their practicum observation, and topics related to their self-awareness in their blog postings<br>and (2) they were reflective in their blog postings, to a certain extent, although there were individual differences in the degree of reflectivity in the identified categories.
In this respect, this blogging experience provided a different approach to develop reflectivity in Practicum. Therefore, this study may be an example to investigate the effectiveness of blogs in language teacher education, especially in a Turkish context where English is learned and taught as a foreign language.
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Sahin, Vildan. "Evaluation Of The In-service Teacher Training Program." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607752/index.pdf.
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The purpose of this study was to examine the effectiveness of the in-service teacher training program, The Certificate for Teachers of English (CTE), run jointly by two departments: The Department of Basic English (DBE) and the Department of Modern Languages (DML) of the School of Foreign Languages (SFL) at Middle East Technical University (METU) in terms of whether it achieved its objectives and to provide suggestions regarding the redesigning of the program for the following years.
The model used for evaluating the program was one proposed by Kirkpatrick (1998<br>first devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels.
The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML<br>4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees.
Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo<br>lessons, and related documents of the program.
The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification.
Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo<br>s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.
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Olvera, Catalina. "Students' and teachers' perceptions of challenges pertaining to the acquisition of academic English." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580205.
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<p> The current case study was conducted to examine the perceptions of English learners (ELs) who have not been reclassified after attending a public school for at least 6 years, as well as the perceptions of their teachers. The research questions this study investigated were: (1) What do nonreclassified ELs in the sixth grade perceive as the challenges faced during the process of acquiring academic English? and (2) What do teachers of ELs perceive are the factors that impede ELs' development of academic English proficiency, preventing them from being reclassified by the end of six years in a public school? The conceptual framework consisted of five concepts: (a) historical, political and social influences on ELs, (b) programs for ELs, (c) a description of ELs, (d) the problems of reclassification and the characteristics of long-term English learners (LTELs), and (e) teacher expectations. The theoretical foundation informing this study was critical care to counter deficit-based thinking. The goal of the study was not to critique individual teachers but to examine what was happening in the profession of teaching that was impacting some students' ability to become proficient in English. This study included focus groups and one-on-one interviews, as well as an examination of report card comments. The study utilized purposeful sampling. Five teachers and six students were interviewed. There were five themes derived from both teachers' and students' perceptions in reference to the research questions: (a) the EL profile, (b) teacher perceptions of parents (c) connecting to the learning and to motivation, (d) engagement in learning and teaching, and (e) instruction. Overall, the findings support that teachers' perceptions are grounded in deficit thinking, and the student responses indicated they had internalized these beliefs themselves. However, this study explained teacher and student perceptions using a strengths-based approach to demonstrate how to support ELs. Educators may find it useful to interview their own students as a form of self-review process in order to become more aware of their teaching methods and how students internalize the instruction.</p>
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Ye, Yue. "A qualitative study of knowledge base construction in pre-service teacher education : the case of two English student teachers in Macao." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2551204.
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Rader-Brown, Lucy M. "To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?" Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.
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Tshibengabo, Kamana. "A participatory teacher centred INSET model : a model of inservice education and training for qualified teachers of English as a second language in Zaire." Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385368.
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Anderson, Elsa Maria. "Teacher change: The effect of a professional development intervention on middle school mainstream teachers of English language learners." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12074/.
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The purpose of this study was to investigate the effect of a professional development intervention conducted with mainstream middle school teachers of English language learners (ELLs) in a North Texas school district. Teacher change was examined in the context of this intervention. Three groups of teachers participated in this study. Group 1 (n= 4) consisted of teachers returning to the intervention for a second year. Group 2 (n= 12) consisted of teachers new to the intervention. Group 3 (n = 16) served as the control group and consisted of teachers who were not part of the intervention. Mixed methods were utilized, including a self-assessment questionnaire, an observation tool, and data from the Texas Assessment of Knowledge and Skills (TAKS) test. Statistically significant differences were found between teachers in Group 1 and teachers in Group 2 in the perception of self-efficacy. Statistically significant differences were also found for Group 1 and Group 2 teachers between the beginning and the end of the year. Group 3 teachers experienced a decrease in their perception of self-efficacy between the beginning and the end of the year. A statistically significant difference in the use of interaction was found across time for teachers in Group 1 and Group 2. The interaction of ELLs decreased between the beginning and the end of the year for teachers in Group 3. The use of modifications increased significantly for teachers in Group 1 and Group 2 and remained stable for teachers in Group 3 between the beginning and the end of the year. In the area of high expectations, no statistically significant difference was found between intervention teachers and the control group across time. An analysis of data for the Texas Assessment of Knowledge and Skills (TAKS) test revealed a statistically significant difference in the percentage of All Students Commended for the writing test and in the percentage of All Students Met Standard in the social studies test between intervention and non-intervention classrooms.
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Barduhn, Susan. "Traits and conditions that accelerate teacher learning : a consideration of the four-week Cambridge RSA Certificate in English Language Teaching to Adults." Thesis, University of West London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262820.
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Eksi, Gul. "An Assessment Of The Professional Development Needs Of English Language Instructors Working At A State University." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612808/index.pdf.
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ABSTRACT
AN ASSESSMENT OF THE PROFESSIONAL DEVELOPMENT NEEDS OF
ENGLISH LANGUAGE INSTRUCTORS WORKING AT A STATE UNIVERSITY
Eksi, Gü<br>l
M.S., Department of Educational Sciences
Supervisor: Assist. Prof. Dr. Yesim Ç<br>apa Aydin
December 2010, 88 pages
The main purpose of this study was to assess the professional development needs of the English language instructors working at a state university in Istanbul. Ninety-two instructors teaching preparatory classes constituted the population of the study. Within that needs assessment, the instructors&rsquo<br>perceptions of professional development, the most common professional development activities instructors practice, factors that hindered instructors from attending professional development activities, the most difficult skill to teach and assess, the areas of teaching English where instructors needed a professional development program, and the instructors&rsquo<br>preferences for delivery methods and formats of the professional development programs were identified. This study also examined the role of year of teaching experience, workload of the instructors, department the instructors graduated, and instructors&rsquo<br>perceptions of professional development programs in predicting the professional development needs of the instructors.
Findings indicated that participants had positive perceptions of professional development. The most common professional development activity type was found to be &ldquo<br>Sharing experiences with colleagues.&rdquo<br>The most important factor which hindered participants from attending professional development was determined as &ldquo<br>inconvenient date/time.&rdquo<br>The most difficult skill to teach and to assess was reported as &ldquo<br>Writing.&rdquo<br>It was found out that the area where the degree of need was the highest was &ldquo<br>New theories and practices of English language teaching.&rdquo<br>Most of the participants reported that they preferred professional development activities to be optional workshops at their own institutions. A trainer or an expert from an outside institution was the most preferred speaker type. Findings also showed that instructors preferred sessions which took up to 60 minutes, held on weekday mornings once a month. The result of the regression analyses indicated that only year of teaching experience was significant in predicting professional development needs of the instructors. Year of teaching experience was negatively correlated with the needs indicating that as the teachers got more experience, their degree of professional development needs decreased.
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Jackson, Marguerite Faye. "Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1619.
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Gultekin, Inci. "The Analysis Of The Perceptions Of English Language Instructors At Tobb University Of Economics And Technology Regarding Inset Content." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608814/index.pdf.
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The purpose of this study was to analyze the extent of instructors at TOBB University of Economics and Technology, Department of Foreign Languages regard in-service training programs crucial for their professional development. Another aspect of the study was to identify the professional needs of the instructors teaching preparatory classes as well as to determine the preferred instructional methods of an INSET program. The final aim of the study was to determine whether there are statistically significant differences between novice and experienced instructors regarding their needs and expectation of an in-service training program.The study was conducted among thirty-nine instructors who are teaching preparatory classes at TOBB ETU, DFL. The chairperson of the DFL also took part in the study.
Data from the 39 instructors were collected through questionnaires which were developed to uncover the opinions of instructors in terms of the characteristics of effective in-service training programs, to identify the needs of the instructors and determine the instructional methods preferred in-service training program. The questionnaires included both Likert scale and open-ended items. Moreover, 50-minute lessons of 10 instructors were video recorded. Video recordings aimed to identify the needs of the instructors that should be addressed through an in-service training program. Finally, interviews were conducted with 10 instructors whose classes were video recorded. The aim of the interviews was to enable the instructors to reflect on the findings of the questionnaires and the video recordings. Another interview was conducted with the chairperson of the DFL to uncover to what extent his perceptions about in-service training activities correlate with those of the instructors.
Data collected through the instruments were analyzed both quantitatively and qualitatively. Close-ended items were analyzed via the SPSS program and mean scores for each item were calculated besides an independent sample t-test. The qualitative data were analyzed through content analysis.
The results of the study revealed that the instructors believe INSET is crucial for their professional development, they would like to keep on track with new developments in the field of ELT and participate in seminars and conferences as part of INSET programs. In terms of the professional needs, it was found that instrcutors need to be trained on teaching speaking skills and pronunciation, written and oral correction, promoting student autonomy, dealing with classroom management problems, teaching mixed-ability groups, raising language awareness of students and reflecting on their own experience. The t-test results demonstrated that there was a statistical significance between the answers of novice and experienced instructors concerning being trained in &lsquo<br>teaching vocabulary,&rsquo<br>&lsquo<br>teaching grammar&rsquo<br>and &lsquo<br>improving in written and oral correction strategies.&rsquo<br>It was found that experienced teachers are particularly interested in training sessions on teaching grammar, teaching vocabulary, and improving written and oral correction strategies.
As a result of the findings, an ongoing INSET program model was proposed for the Department of Foreign Languages at TOBB ETU.
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Yuwono, Grace Ika. "Indonesian EFL teacher professionalism : a case study in Salatiga Municipality." Thesis, Faculty of Education and Social Work, 2008. http://hdl.handle.net/2123/14297.
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Simmons, Ronald D. Jr. "The Efficacy of Florida’s Approach to In-Service English Speakers of Other Languages Teacher Training Programs." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/499.
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Much of how Florida and other states across the country justify the practice of mainstreaming English language learners into regular content classrooms rests on the premise that with the guidance of state officials, local school districts adequately train content teachers to work with English language learners. Yet little to no research exists that can help identify and analyze the overall efficacy of these programs. Consequently, this study has attempted to determine whether district training sessions in Florida are sufficiently covering the state-mandated content areas that teachers are required to learn and to what extent in-service teachers agree or disagree that they received the appropriate amount of instruction that would prepare them to instruct English language learners. Training sessions in three large Florida school districts with high proportions of English language learners were studied using a mixed-methods approach that gathered quantitative and qualitative data from observations, surveys and in-depth interviews. Among other things, the findings revealed a pattern of districts overemphasizing cross-cultural awareness issues to the detriment of other critical areas teachers need to know such as methods and curriculum. In addition, there was a general consensus on the part of participants that the trainings lacked specificity and were both impractical and redundant. A number of specific recommendations are offered such as ways to modify the focus of the curriculum, provide incentives to teachers, and create more accountability and oversight of the training sessions themselves. Policymakers are strongly urged to prioritize these types of programs by providing training sessions with more resources and attaching to them a larger sense of importance.
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Vilches, MariÌa Luz C. "Process-oriented teacher training and the process trainer : a case study approach to the Philippines ELT (PELT) project." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274245.
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Petek, Elcin. "An Investigation On Stress Factors And Coping Strtegies Of English Instructors At The English Preparatory Schools Of Metu And Ankara University." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610209/index.pdf.
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The study aimed at investigation the sources of stress that english instructors who work at the English Preparatory Schools of the Middle East Technical University and Ankara University experience and the strategies that they use to cope with stress related to their professions. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interwiew were developed by the researces the first scale is "<br>stress factors and coping strategies questionnaire for english instructors"<br>the result of which was analyzed by SPSS under five headings. This data gathering instrument was implemented on 174 English Instructors working at four univesities in Ankara. Data gathered from 112 English Instructors in Ankara University and METU English Preparatory Schools represented the result of the main study. In analayzing the data, descriptive statistics as frequency, percent, average and standart deviation, and inferential statistics as ANOVA was used. The second scale of the current study is a semi structured interview. This scale was piloted with 6 instructors to check the reliability. Finally,was conducted with 6 instructors from two represent the participants of the main study. The result of the interviews were analyzed through content analysis. The result of the study revealed an inverse correlation between the stress level of english instructors and their effectivness in coping. The most stress causing factors were "<br>student attitudes"<br>and "<br>working overload"<br>while the most employed coping strategies were "<br>in class coping"<br>, "<br>planfulness"<br>, and "<br>self support"