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Journal articles on the topic 'English teacher training'
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Yücel, Nilgün, and Aysun Yavuz. "Rethinking Intercultural Training In Teacher Training." Journal of Intercultural Communication 19, no. 3 (2019): 1–10. http://dx.doi.org/10.36923/jicc.v19i3.793.
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Often lauded for its role in language education, very little is said or written about the integration of intercultural education into language teacher training. This research spotlighted different approaches to interculturality as well as focusing on the processes that pre-service English language teachers went through during their intercultural training. The context of this study was one particular English Teacher Education Department in Turkey. The methodology rested on the use of focus-group interviews. 3 categories and 8 themes emerged from the analysed data indicated the importance of raising pre-service English language teachers’ awareness of different approaches to interculturality, including these approaches in language teacher training as and relating them to pre-service English language teachers’ future practice.
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Ahn, Kyungja. "English teachers’ professional development: Teacher training program design and teacher perception of teacher training." Korea Journal of English Language and Linguistics 23 (January 31, 2023): 89–108. http://dx.doi.org/10.15738/kjell.23..202301.89.
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Xodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi, and Abdurakhmon Norinboev Vokhidovich. "Methodological Support Of Teacher Training In English Language Teacher’s Development." American Journal of Social Science and Education Innovations 02, no. 12 (2020): 313–17. http://dx.doi.org/10.37547/tajssei/volume02issue12-54.
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Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).
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Juan, Zhang, and Zhong Fangfang. "The Characteristics of Selected Topics and Content Innovation of Core Textbooks for English Teacher Training—Taking the New Century Teacher Training English Textbook Series as an Example." English Language Teaching and Linguistics Studies 5, no. 3 (2023): p51. http://dx.doi.org/10.22158/eltls.v5n3p51.
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Teacher education is related to the future talent training of the country and has far-reaching significance. Teacher-training students majoring in English not only need to learn English well but also need to learn how to teach English. Therefore, teacher-training English majors should emphasize the cultivation of English subjects and teaching ability, which should not be limited to either language learning or teaching skills. At present, all levels and types of education attach great importance to the role of teaching materials, and education for future teachers is no exception. It can be said that the quality and level of teaching materials are directly related to teachers’ teaching and students’ learning, and directly related to the quality and specifications of talent training. The article takes the series of textbooks—“English for Teachers in the New Century”—published by Shanghai Foreign Language Education Press as an example. From the perspective of the characteristics of the selected topics and content innovation, it discusses the feathers of “teacher training” and “political thinking” of the core curriculum textbooks for English teacher training. Also, some scientific suggestions will be made to help teachers penetrate the concept of teacher education while cultivating students’ language abilities.
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Nazar, Samarah, and Nur Rasyidah Mohd Nordin. "Impact of Teacher Training Programs on Teachers' Performance: A Case of In-Service English Language Secondary School Teachers in Pakistan." Linguistic Forum - A Journal of Linguistics 2, no. 1 (2025): 19–22. https://doi.org/10.5281/zenodo.14863057.
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In-service teacher training is key for teachers to meet the challenges in education. The present research aims to explore the impacts of in-service teachers training programs on English language teaching. Moreover, the current study was to focus on the need of teachers through in-service training programs for effective teaching of English and to implement these training programs. The research was quantitative and population was secondary school English teachers in Punjab, Pakistan. 237 teachers were selected as sample of this study. Unsystematic sampling technique was used to collect the data from the respondents through survey method by using administered questionnaire. SPSS Version-25 was constructed in order to analyze the data. The findings of this research show a significant effect of training programs of teachers. The present study is helpful to guide English language teacher trainers to analyze their training programs to bring improvements in their trainings; in order to produce effective English language teachers. It is helpful to select a program for the training of in-service teachers in Punjab, Pakistan with respect to its being innovative and effective during the teaching.
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Fandiño-Parra, Yamith José. "English teacher training programs focused on reflection." Educación y Educadores 14, no. 2 (2011): 269–85. http://dx.doi.org/10.5294/edu.2011.14.2.2.
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Місайлова, Ксенія. "INTRODUCTORY TRAINING FOR AVIATION ENGLISH TEACHERS." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, no. 19 (2021): 102–13. http://dx.doi.org/10.35387/od.1(19).2021.102-113.
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The article raises the issue of creating a system of introductory training for Aviation English teachers for successful realization of teaching in military and civilian institutions of higher education in the aviation industry. A new scientific and pedagogical concept is introduced and argued, as «introductory training for teachers». Such training is necessary for teachers of higher educational establishments when transferring to higher positions into the institutions with another specialization, like transition from a civilian to a military institution to continue teaching career while teaching a foreign language for professional purposes. It was stressed in the article that in the context of transformation processes in Ukraine's transition to NATO and ICAO standards it is necessary firstly to train qualified teaching and instructional staff for the Air Force of the Armed Forces of Ukraine to ensure high quality of future specialists training. The article considers the requirements set by the International Civil Aviation Organization (ICAO) for teachers who teach Aviation English to pilots and air traffic controllers in higher education institutions or on the basis of accredited training organizations. The conclusion on expediency and necessity to use these requirements to implement into the system of introductory training of Aviation English teachers in higher education establishments of Ukraine is made. There is also an approximate content of introductory training program for Aviation English teachers, as a result of which teachers will have an opportunity to acquire necessary knowledge and skills to teach Aviation English.
 Key words: introductory teacher training; Aviation English teacher; teacher qualification; international requirements; ICAO; educational process; International Civil Aviation Organization; pilot; ATC; air traffic control; radio exchange.
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Solihat, Dadang, Fahrus Zaman Fadhly, and Lilis Lismaya. "Pelatihan Pengajaran Bahasa Inggris untuk Guru SMP Gugus Kadugede di SMPN 2 Subang dengan Pendekatan English as Medium of Interaction (EMI)." Empowerment : Jurnal Pengabdian Masyarakat 6, no. 01 (2023): 120–25. http://dx.doi.org/10.25134/empowerment.v6i01.6950.
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The ability of teaching English among English teachers still needs to be improved. The atmosphere of English class will feel maximal when the teacher as a key factor plays its function and ability as an attractive, energetic, creative teacher and always uses English as a medium of communication in teaching. English as Medium of Interaction (EMI) is an approach in training to improve teacher skills in teaching English to junior high school teachers in the Kadugede Group. Instructor provides training with full of English so that the trainees are moved to respond in English as well. The use of English in the classroom with a percentage of only 60%: 40% will certainly have a significant positive impact in the learning process. Motivating teachers by providing concrete examples that communicating optimally in English classes must continue to be done to get effective and efficient learning outcomes. After completion of teacher training – teachers feel motivated to teach in the classroom using EMI. They felt that during the training, they had received full training in English, so they realized that in English, students were accustomed to listening and were moved and forced to speak English because learning the language was just the matter of habit.
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Aswad, Muhammad Hajarul, and Fadhliyah Rahmah Muin. "Creative, Innovative and Effective Teacher Training in Islamic Boarding School." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (2022): 1001–16. http://dx.doi.org/10.24256/ideas.v10i1.2710.
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Teachers are increasingly required to present learning material that is more creative, innovative and effective in presenting learning in class, included the English Teacher and Math Teacher. Therefore, the purpose of this training is to provide training to English and Math teachers on how to develop creative, innovative and active learning in learning. In addition, giving experience to the teacher on how to develop creative learning media in the classroom as well as knowing how the ability of teachers of after participating in the Teacher Training program. This is a Community service method with research based. The method used is Asset Based Community-driven Development. All participants were provided with 9 units of material in this teacher training. After attending this teacher training, learning in class is more interesting and enjoyable because the English and Math teachers present learning material that is creative, innovative and effective.
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Ahn, Kyungja. "Novice elementary teachers’ experiences and perceptions of English teacher education and English language teaching." Korea Association of Primary English Education 30, no. 2 (2024): 5–31. http://dx.doi.org/10.25231/pee.2024.30.2.5.
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This study aimed to explore elementary teachers’ experiences and perceptions of English in-service teacher education and English language teaching. Fifty elementary English teachers took part in the survey. Of these, ten teachers were involved in the focus group research. Their interviews, reflection journals, and lesson observations and analyses were collected. Data were analyzed through a mixed-method approach, primarily qualitative with quantitative methods as needed. The results are as follows: First, novice teachers found that the provision of English courses in novice teacher training was insufficient, but they felt in-service teacher training, graduate programs, teacher learning communities, and mentoring helped improve their teaching abilities. Second, when teaching, novice teachers in the focus group concentrated on phonics and basic language skills and activity- and learner-centered instruction, and they developed effective materials in their English classes. They experienced difficulties teaching English in English and teaching students at different levels. However, they made progress through various trials and errors. Third, for the professional development of novice English teachers, suggestions were made in the areas of teacher education programs, teacher learning communities, schools and administrations, and policies on teachers and teacher education, as well as the novice teachers’ efforts. Significant implications concerning novice English teacher education will be explored in greater detail.
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Alawiyah, Utin Novianti, and Ni'matul Farikhah. "IN SERVICE ENGLISH TEACHERS’ PERCEPTION OF JOINING ICT BASED TEACHER TRAINING." Jurnal Penelitian Humaniora 24, no. 2 (2024): 82–87. https://doi.org/10.23917/humaniora.v24i2.22942.
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This study aims to investigate in-service English teachers’ perception toward experience in joining ICT-based teacher training and describe the impact of joining ICT-based teaching training on in-service English teachers’ teaching. This research study uses a narrative inquiry design to analyze the data from observation and semi-structured interviews. Observations were used to know the significant impact of joining ICT-based teaching training on in-service English teachers’ teaching, while interviews were to investigate in-service English teachers’ perceptions toward experience in joining ICT-based teacher training. The result showed that in-service teachers faced several obstacles in joining the training. However, the teacher also gained more knowledge about technology related to their teaching. The impact of the training is that in-service English teachers know more about the procedure to improve their ICT teaching. The training has greatly impacted in-service English teachers in developing new teaching methods.
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Demirbulak, Dilara. "Training English language student teachers to become teacher- researchers." Procedia - Social and Behavioral Sciences 30 (2011): 491–96. http://dx.doi.org/10.1016/j.sbspro.2011.10.096.
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Nigar, Şehnaz, and Hasan Basri. "The Evaluation of the English Language Teacher Education Program in Turkey." International Journal of Educational Methodology 8, no. 4 (2022): 833–51. http://dx.doi.org/10.12973/ijem.8.4.833.
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<p style="text-align: justify;">The aim of this study is to evaluate the English language teacher training program which was put into practice in 2006, according to the views of lecturers and English teachers. This study aims to contribute to the studies on foreign language teaching by presenting an evaluation of teacher education, which is an important dimension of English as a foreign language teaching. The qualitative method was used in the study, which was designed in descriptive survey model. The population of the research consists of 35 lecturers working at the English Language Teaching Department of different Education Faculties in the 2016-2017 academic year and 11 English teachers working in public schools affiliated to the Ministry of National Education and who have not completed 5 years in the profession. NVIVO-11 program was used in the analysis of the data. The results of the study were compared with the 2018 English teacher education program renewed by the Council of Higher Education. English teachers and lecturers think that the content knowledge, pedagogical content knowledge and general culture courses in teacher training program is insufficient. According to English teachers and lecturers the content knowledge, pedagogical content knowledge and general culture courses in the English language teacher education program is insufficient. Furthermore, English teachers stated that they could not apply what they learned during their training to the real life conditions. Therefore, they propose that English language teacher training program should be revised considering the current conditions.</p>
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Zumarraga-Avila, Jessica, Pedro Sanchez-Escobedo, and Ryan Dehner. "A Model to Train English Language Teachers at Mexican Universities." International Journal of English Language Teaching 12, no. 3 (2024): 78–89. http://dx.doi.org/10.37745/ijelt.13/vol12n37889.
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This work evaluates the preparation of English language teachers at Mexican universities. In order to develop a model for training future English language teachers, curricular, operational, and contextual factors are analysed. Extensive professional teaching of English in Mexican universities is necessary given the extensive social, economic and cultural exchanges within North America that require workers to speak English with a certain level of proficiency. The preparation of English language teachers in Mexico has not been adequately researched and there is little objective data on its status. Therefore, there is a need for systematic empirical information to fully understand the status quo of English teacher training in Mexican universities. A case study of a typical university English teacher training programme provides curricular considerations and information from faculty, students and administrators. As a result, this work proposes a model for English teacher training at the university level and discusses its implications for curriculum development.
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Nur, Shakila. "Secondary English Language Teacher Capacity: Insights From Bangladesh." International Journal of Education and Literacy Studies 6, no. 4 (2018): 163. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.163.
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Like other developing, non-English speaking countries in Asia, Bangladesh has shown a phenomenal attention towards English education through the school curriculum. The attention is demonstrated by revisiting and revising pertinent curriculum, personnel, materials, methods, and assessment policies of English education. This paper, within an exploratory, qualitative case study paradigm offers a modest, interpretive inquiry into secondary English teacher capacity, in terms of their recruitment, training and class performance. The data were collected from semi-structured interviews with secondary English teachers, school principals and teacher trainers, and classroom observations of secondary English teachers. The findings identified a set of generic issues around secondary English teacher capacity. These included inadequate provision of teachers, stigmatised practice of teacher recruitment, limited attention to teacher training and their impacts on the overall quality of English education. Reflecting upon the findings, the paper concludes with a set of recommendations for secondary English personnel policy and practice, which could be a point of reference for Bangladesh and beyond.
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Timalsina, Sanjaya. "Perceptions of Secondary Level English Teachers on In-Service Teacher Training: A Narrative Inquiry." Janabhawana Research Journal 3, no. 1 (2024): 136–51. http://dx.doi.org/10.3126/jrj.v3i1.68395.
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Teacher training is one of the major components of continuous professional development (CPD) which makes the teacher stay updated and informed regarding the innovative pedagogy and methodology. In-service teacher training is a systematized planning or program through which teachers refresh or upgrade their professional knowledge, skills, and practice. This study aimed to explore the perceptions of secondary-level English teachers on in-service teacher training. The study assessed the perception of the teacher towards in-service teacher training. The study adopted a narrative inquiry methodology. Five participants were selected purposively from Godawari Municipality, Lalitpur. Data were collected through semi-structured in-depth interviews and after transcribing, translating, and classifying them, the data were analyzed thematically. Self-efficacy theory developed by Albert Bandura has been applied to analyze the study. The findings of the study indicated that teachers were positive towards in-service teacher training. They opined that in-service training supported them in their professional development to conduct different hands-on activities effectively in their classrooms, and after this school-based training, they updated themselves with innovative pedagogy and methodology. The teachers demanded regular in-service training based on their needs. Further, teachers focused on ICT-based teacher training rather than theory-laden conventional training but they were not satisfied with the top-down approach of in-service teachers training packages. The study concludes that research needs to be carried out on the impacts on students' performance through teacher training.
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Murtafi'ah, Banatul. "Exploring the authentic needs of prospective ESP teachers in contributing to ESP teacher education: Indonesian ESP teachers’ perspectives." Journal on English as a Foreign Language 15, no. 1 (2025): 190–212. https://doi.org/10.23971/jefl.v15i1.9206.
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English for specific purposes (ESP) teacher training for pre-service English teachers is needed due to the growing need for English in many professions. Though ESP teacher training is needed, this area is underexplored. This study attempts to investigate the actual needs of prospective ESP teachers. This is a qualitative case study involving six participants from three groups of Indonesian ESP teachers: two pre-service teachers, three in-service teachers, and one teacher educator. The data were collected from interviews with those participants and analyzed using thematic analysis. The finding of this study implies the need to integrate theories and practices in ESP teacher training by involving practitioners and providing opportunities to do teaching practice. Then, to become a professional ESP teacher, prospective ESP teachers should have pedagogical skills, good English proficiency, willingness to learn, and adaptability. This study implies that ESP teacher education should equip pre-service teachers with both skills and good attitudes. The tertiary education ESP program should ideally equip pre-service teachers with the basic concept of teaching ESP, one field of ESP, and a practical guide for prospective ESP teachers.
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MEHNAZ TAZEEN, CHOUDHURY. "A Review of English Language Teacher Training Programmes in Bangladesh." International Journal of Language, Literacy and Translation 5, no. 2 (2022): 28–40. http://dx.doi.org/10.36777/ijollt2022.5.2.058.
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This paper reviewed the contents and objectives of three English language teacher education programmes offered by government and non-governmental organizations to in-service secondary school teachers in Bangladesh. Semistructured interviews were used to collect additional data from the programme coordinators who were trainers as well. The aim of the study was to find out whether the training programmes created opportunities for teachers to engage in critical reflection on their own beliefs in order to develop a critical approach towards their teaching. Hence, this study drew on the extensive literature on teacher beliefs and critical reflection to advocate the need for designing teacher development programmes which focus on these two aspects. The study sought to establish the advantages of helping teachers to articulate their beliefs so that they can themselves identify whether their beliefs are in sync with language education today. This can be possible only if teachers reflect on their core beliefs about teaching that propel them to teach in a particular way. The study found that the training programmes which were reviewed all focused on classroom practices. None of the programmes focused on helping teachers to articulate or identify their beliefs so that their awareness of their own beliefs could help them appreciate the need for implementing what they were being trained to do in the classroom. It was argued that if teacher development programmes created opportunities for teachers to collectively and critically reflect on their pre-existing beliefs, it could help them use their newly acquired skills more effectively and convincingly. Keywords: critical reflection, teacher beliefs, teacher educators, teacher training modules.
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HARLYTSKA, Tetiana. "MODERN TRENDS OF ENGLISH TEACHER TRAINING." Humanities science current issues 1, no. 58 (2022): 263–69. http://dx.doi.org/10.24919/2308-4863/58-1-41.
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Poon, Franky Kai-Cheung. "Hong Kong English, China English and World English." English Today 22, no. 2 (2006): 23–28. http://dx.doi.org/10.1017/s0266078406002045.
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Some reflections of a practising non-native speaking English teacher. Ten years ago, in a job interview for a teaching post in a government school, The writer was asked: ‘Do you think the government should recruit more native English-speaking teachers so as to boost the English standard of Hong Kong students?’ My answer took the interviewers by surprise: ‘No, I think the money should be spent on training local teachers who are more able to understand the needs of students learning English as a second or foreign language. I believe good English doesn’t necessarily mean British or American English. If we see English as an international language, anyone capable of using it as an effective communication tool can potentially be a good English teacher.’ I got the job, but there are still a few questions in my mind.
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Haidai, Iryna, Liudmyla Suvorova, Marina Kosheleva, and Svitlana Kukharonok. "Professional training of teachers of english language and foreign literature in higher education institutions of Ukraine." Pomiędzy Polonistyczno-Ukrainoznawcze Studia Naukowe 10, no. 33 (2023): 41–48. https://doi.org/10.15804/ppusi.2023.03.04.
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he purpose of the article is to analyze the content of professional and practical training of future specialists on the example of teacher training in specialty 014 “Secondary education. English language and foreign literature” of Zhytomyr Polytechnic State University. A review of the scientific literature was carried out, which shows that many scientists were engaged in the study of the problem of training a philology teacher in Ukraine. The interpretation of the concepts “training”, “teacher training”, “professional training of a philology teacher”, “professional training of a foreign language teacher” by various scientists was analyzed. The concept of “teacher of philological specialties” is analyzed. The definition of the concept of “professional training of a philology teacher” is given. The concept of training a philology teacher in dual majors, training future teachers of humanities majors is analyzed. The article states that the training of future English language teachers consists of three cycles: general education, professional training and three types of pedagogical practice. In turn, the first two cycles are divided into two parts: educational disciplines of the normative and variable part. The article analyzes in detail the curriculum of specialty 014 “Secondary education. English language and foreign literature” for 2023/2024 academic year. In particular, the disciplines of general and professional training are indicated, the percentage of study time allocated to the study of educational disciplines of the normative and variable part of the cycle of professional training is calculated. A large list of elective subjects that students have the right to choose for their major is presented. A conclusion was made about the balanced professional and practical language training of philology teachers in Ukraine due to the successful distribution of study time for the study of the main philological and methodical disciplines. Optional educational disciplines in the variable part significantly enrich the curriculum and, accordingly, contribute to positive dynamics in the knowledge of students of higher education in specialty 014 “Secondary education. English language and foreign literature”. The analysis of the curriculum for the training of teachers of English language and foreign literature confirmed thorough training in general and special philological disciplines.
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Padmadewi, Ni Nyoman, Luh Putu Artini, Ni Made Ratminingsih, and I. Ketut Trika Adi Ana. "Elementary School Teachers’ Readiness in Teaching Technology-based Literacy." International Journal of Elementary Education 7, no. 2 (2023): 299–310. http://dx.doi.org/10.23887/ijee.v7i2.61675.
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The Independent Curriculum requires teachers to have the ability to use technology in the learning process and improve students' literacy skills. However, there are still many teachers who experience difficulties in using technology and increasing student literacy. For this reason, this study aims to identify the effect of multimodal training on increasing teacher readiness to implement technology-based literacy learning. This research is a mixed-method study with a concurrent triangulation design involving 24 English teachers. Methods of data collection through questionnaires, interviews and observation. Data were analyzed quantitatively and qualitatively. This study found that teacher readiness in implementing technology-based literacy learning increased significantly after multimodal training. These results are supported by qualitative data showing that teachers feel better prepared to teach literacy in English. This study also found that teachers positively perceive multimodal training. It can be concluded that multimodal training positively affects teacher readiness in implementing technology-based English literacy learning. Thus, implementing multimodal training can be used as a solution to solve teacher problems in conducting the teaching and learning process using technology and increasing student literacy.
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Kolesnikova, Irina L. "English or Russian? English language teacher training and education." World Englishes 24, no. 4 (2005): 471–76. http://dx.doi.org/10.1111/j.0883-2919.2005.00430.x.
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Orosz, Agnes. "Content, Language and Method Integrated Teacher Training (CLMITT) in Training Teachers of English as a Foreign Language (EFL) and Beyond." International Journal of Pedagogy and Teacher Education 2, no. 1 (2018): 1. http://dx.doi.org/10.20961/ijpte.v2i1.16928.
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<p>Content, Language and Method Integrated Teacher Training (CLMITT) is an educational model for teacher training developed by the author. It refers to an approach where trainees learn teaching methodologies through experiencing them while simultaneously integrating English language development into the training process. CLMITT can be used to train teachers in any context where the course content includes teaching strategies, skills, approaches or methods and where trainees also need to learn English (or another foreign language). Therefore, it is an ideal approach for training non-native English speaker teachers. Applying CLMITT involves the teacher trainer teaching a classroom method or technique by using that method itself during training sessions while using materials about that method. In this way, the content of the session and the method used to teach the session are the same, and trainees are not only learning <em>about</em> a teaching model or strategy but also <em>experiencing </em>it in action from a student perspective at the same time. In addition, they are also improving their English, since the whole exercise takes place in English. CLMITT can be applied in Initial Teacher Training (ITT) Programs as well as Continuous Professional Development courses. Trainee feedback after a CLMITT session showed that students felt it provided them with a much deeper understanding of the methods, approaches and strategies covered, while at the same time improving their English during the process.</p>
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Cripps, Tony, Takao Imai, and Sean Toland. "Constructing Effective Teacher-Training Workshops for Japanese Pre-Service English Teachers." Proceedings of The World Conference on Research in Teaching and Education 2, no. 1 (2023): 45–55. http://dx.doi.org/10.33422/worldte.v2i1.90.
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This paper elucidates a research project that aims to understand and support the practical needs of pre-service English teachers who intend to teach at junior and senior high schools in Japan. Each day, novice English teachers who work in the Japanese public school system are facing challenges for which their pre-service training has failed to prepare them. Regrettably, the support structure for English teachers in the public system is sadly lacking. As part of this research project pre-service teachers of English (n=20) were asked through an online questionnaire to identify what topics they would like to be included in teacher-training workshops designed to address their needs. A series of one-day workshops were then developed based on these perceived needs. This paper explores the efficacy of the first two workshops based on the participants’ (n=28) informal and written feedback. The authors map out the design of future workshops and argue that practical support is essential considering the current teacher-training structure in Japan. This research project aims to provide realistic solutions to many of the common problems that Japanese teachers of English encounter in their professional practice. It is hoped that fellow educators will find this paper useful when considering making changes to their own educational contexts.
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Hariyanti, Yuni. "Teachers' Perception of The Implementation of Pilot Teacher Training on EMI." Journal of Languages and Language Teaching 11, no. 2 (2023): 347. http://dx.doi.org/10.33394/jollt.v11i2.7009.
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As teachers are an essential element in education, there is always a need to improve their skills from time to time. The training that teachers get varies, depending on the need of the teachers themselves or the institution they work for. In Al-Hasra Foundation, there is a need for internationalizing the institution so the teachers were equipped with training on EMI (English as a Medium of Instruction). This training was the first training conducted to meet the internalization need of the institution. Therefore, this study was aimed at knowing the perception the teachers have towards the first implementation of the training. The result of this research is beneficial for both the teachers and the institution because the teachers' perception will affect the success of the training itself for both sides. Fifteen non-English teachers of Al Hasra foundation joined the teacher training. The data of this research were taken from the questionnaires and the classroom observation. The results of the questionnaires were analyzed to get the percentage while the classroom observation was analyzed to enrich the findings. The result showed that teachers of Al-Hasra Foundation performed a positive perception towards the pilot teacher training on EMI by demonstrating that the training has improved their knowledge of the use of English in a classroom context, and it has increased their motivation and self-confidence in conducting the teaching activity in English.
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Muhammad Sama, Dr Khadijat, and Abubakar Umar Dikko. "Entrepreneurship in English Language Teacher Education." International Journal of Multidisciplinary Research and Growth Evaluation 6, no. 2 (2025): 1319–24. https://doi.org/10.54660/.ijmrge.2025.6.2.1319-1324.
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This paper examines the intersections between English language teacher education and entrepreneurship, highlighting the innovative roles that English language teachers can assume beyond traditional classroom settings. The concept of entrepreneurship education was carefully explored paving way for a comprehensive discourse on the need for a paradigm shift in language teacher education to encapsulate emerging opportunities for this category of teachers. The main thrust of the paper is an identification of various entrepreneurial opportunities for English language teachers who receive appropriate training and skills in entrepreneurship. Drawing on recent studies, the paper explores how English language teachers can leverage entrepreneurial skills in areas such as freelance writing, creative content creation, translation services, public speaking, and corporate training among others. Key theories of entrepreneurship education, as outlined by scholars, emphasize experiential learning as an essential approach to developing competencies that meet the demands of the 21st-century workforce. The paper further addresses the role of technology in expanding entrepreneurial opportunities within English language teacher education. The paper posits that integrating entrepreneurship with English language teacher education has significant educational implications, offering benefits for teachers, students, and the broader educational community. It therefore suggests and advocates for a reimagined approach to teaching that equips language professionals with the skills needed to thrive in a globalized and digitalized economy.
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Jiao, Jiao, Khairul Azhar Jamaludin, and Chen Yi. "Assessing the Impact of American ESL Teacher Education Training on Pedagogical Practices and Professional Growth of Second Language Teachers in China." Journal of Law and Sustainable Development 11, no. 7 (2023): e836. http://dx.doi.org/10.55908/sdgs.v11i7.836.
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Aim: This Study examines the influence of the American ESL Teacher Education Training Program on the qualifications of Chinese language educators. Due to the growing demand for English language teaching, there is an urgent need in China for trained and skilled second language teachers. Specialized training in pedagogical abilities, language proficiency, cultural awareness, and professional growth is available through the American ESL Teacher Education Training Program. Methodology: The impact of the American ESL Teacher Education Training Program on the qualifications of second language instructors in China was investigated using a systematic review methodology. Results: It is well known for its comprehensive strategy for teacher development. Conclusions: This publication examines how this training program has raised the bar for second-language teachers in China. Originality/Value: This study was conducted during teachers' education training. There is an urgent need for trained and skilled second language teachers in China due to the growing demand for English language education. Specialized training in educational skills, language skills, cultural awareness, and professional development is available through the American ESL Teacher Education Training Program.
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Elmahid, Omer Elsheikh Hago, and Hatim Sami Mahmoud Bioumi. "Examining the Effectiveness of In-Service English Language Teacher Training in Khartoum State/Sudan 2011/2012." World Journal of Educational Research 4, no. 1 (2016): 1. http://dx.doi.org/10.22158/wjer.v4n1p1.
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<em>This study aims at investigating the effectiveness of in-service English language teacher training in Khartoum state: A case study of in-service teacher training programme “English for Teaching 1” (EfT1) provided by the British Council (2011-2012). The Researchers adopted the descriptive analytical method to analyze the collected data. The tool used to collect data was a questionnaire which was analyzed with the Statistical Packages for Social Science (SPSS). All the Hypotheses of the study were verified to be true and according to the analysis of the questionnaire. The study has come up with the following findings: Teacher training programme English for Teaching (1) (EfT(1)) has a positive impact on developing teaching process, the components of the programme satisfy the training needs of the English language teachers in Khartoum State, and the trainees who attended the programme have a positive attitude and opinions towards the programme. The study has been included with some recommendations that reflect the importance of in-service teacher training for Sudanese English language teachers and the effectiveness of partnership between national and international educational institutions in this field.</em>
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Poudel, Kamal Kumar. "Functional Analysis of ‘Teacher English’ Used by Content-subject Teachers: A Case Study." Journal of NELTA 25, no. 1-2 (2020): 117–35. http://dx.doi.org/10.3126/nelta.v25i1-2.49734.
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Providing ‘quality education’ through English is a challenge for the prestige and survival of private schools in Nepal. In this background, a private school in Kathamandu, having realized that its content-subject teachers had to be better-equipped with the classroom-based English language proficiency, offered the researcher to conduct a short-term teacher training program on ‘teacher English’ for them. With a view to preparing for the short-term ‘training course’, the researcher undertook to investigate the current status of the affairs. The present article reports on an observational case study, informed by the grounded theory methods, on the usual classroom teachings performed by nine content-subject teachers at the school. The major functions of the ‘teacher English’ served as the basis for the thematic analysis of the data. As the findings of the study, fifteen classroom functions of the ‘teacher English’, were identified, namely, greeting, introducing the lesson and lesson activities, defining, checking understanding, asking, instructing, giving feedback, encouraging, controlling, personalizing/labelling, asking for and giving permission, cautioning, thanking, attracting attention and closing the lesson. Finally, the study recommended that the forthcoming teacher training should target at these functions of teaching English with a view to building on and improving their classroom English.
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Khaerunnisa, Siti Savira, Susilawati Susilawati, and Eline Rozaliya Winarto. "Teacher’s challenges on ICT: Policy & literacy." Concept : Community Concern for English Pedagogy and Teaching 9, no. 1 (2023): 20–26. http://dx.doi.org/10.32534/jconcept.v9i1.4505.
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In the modern digital era, ICT is used in numerous fields, including English language teaching. ICT in education has the potential to make teaching and learning easier for both teachers and students. However, having an understanding of ICT as a teacher involves more than just implementing ICT in class, the teacher must also be aware of whether the school is implementing ICT policies. In addition, the teacher must also be literate in ICT, and one effort is to attend training. The objectives of this research are to investigate the challenges of English teachers regarding ICT policy in schools and to find out the challenges of English teachers in exploring ICT literacy. This study used a qualitative descriptive design. The respondents in this study are two English teachers from SMK Budi Tresna Muhammadiyah Cirebon. In this study, the researcher used structured interviews as an instrument. The results showed that English teachers experienced challenges related to ICT policy in school: (a). Lack of ICT facilities in schools. and English teachers experienced challenges in exploring ICT literacy: (a). Lack of ICT training in schools, (b). Lack of information about ICT training Keyword: ICT; education; ELT; challenges; teachers
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Grenz, Gretchen, George Chitiyo, and Perihan Fidan. "Perceptions of Teachers towards English Language Learners (ELLs) and Content Accessibility." International Journal of Research in Education and Science 9, no. 3 (2023): 823–35. http://dx.doi.org/10.46328/ijres.3225.
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Teachers need training in order to be adequately prepared to serve English Learners in the general education setting. The consideration of teacher perceptions becomes important when considering designing professional development for teachers of English Learners. The purpose of this study is to examine teachers’ perceptions regarding educating students who are English Language Learners (ELLs), teacher training for making content accessible, and teacher willingness to follow through with student success in terms of English Learner achievement. The sample consisted of 79 teachers (25% male and 75% female) from kindergarten through twelfth grade in a rural county in the southeastern United States. Data were collected through a survey and analyzed using descriptive statistics. Study results indicated that about half of the respondents, 45% of primary teachers and 62% of secondary teachers had ever received training for teaching ELLs. Across both elementary and secondary schools, slightly more than half of the teachers (59%) indicated that they felt they had the support needed to work effectively with ELLs. Furthermore, a little less than half of the teachers (39%) felt prepared to work with ELLs. This study highlights areas of potential need in terms of teacher professional development.
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Kshetree, Arun Kumar. "Pedagogical Content Knowledge and the Nepali English Language Teacher Training." Journal of Tilottama 1, no. 1 (2023): 1–23. http://dx.doi.org/10.3126/jtilottama.v1i1.64512.
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The paper attempts to explore the crucial role of Pedagogical Content Knowledge (PCK) within the realm of English language teacher training in Nepal. PCK serves as a vital bridge between teachers’ Content Knowledge (CK) and Pedagogical Knowledge (PK), facilitating effective teaching practices and enhancing student learning outcomes. The study examines the interconnectedness of PK, CK, and PCK, with the aim of improving the quality of teacher preparation programs and ultimately, the English language education system in Nepal. Through an extensive literature review, the research establishes a theoretical foundation, examining the conceptual framework of PCK and its significance in teacher education. It identifies existing gaps and challenges in current Nepalese English language teacher training practices, emphasizing the need for the seamless integration of PK, CK, and PCK in classroom instruction. The paper concludes that the contents of the teacher education and training programs differed from what the experts thought should be given. The broader areas of subject matter become narrower in the TPD program in Nepal. However, the nature of the programs is also responsible for the type of content being tried to be imparted to the English teachers. The research identified various factors influencing the successful implementation of PCK in teacher training. These included limited emphasis on PCK in the curriculum, time and resource constraints, and a lack of alignment between teacher education institutions and school practices. The findings underscored the importance of curriculum reforms and the provision of ongoing professional development opportunities to strengthen PCK integration.
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Xiong, Ziwei. "The Impact of Teacher Education on In-service English Teachers’ Beliefs about Self." Journal of Language Teaching and Research 7, no. 3 (2016): 519. http://dx.doi.org/10.17507/jltr.0703.12.
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This was a qualitative study carried out in the context of 2013 National Teacher Training Program for Junior High School English Teachers in Chongqing China, intending to reveal the impact of the program on four in-service English teachers’ beliefs about self (i. e., about English teachers). Rich data were collected throughout the process of training which lasted for 100 days, including semi-structured interviews, teachers’ class analysis reports, professional development plans, periodic summaries and so on. The findings were interpreted with the help of the classification framework of teacher belief change proposed by Cabaroglu and Roberts, which showed that the impact of the program on these four in-service English teachers’ beliefs about English teachers’ roles, excellent English teachers and English teachers’ professional development was considerable, however, the degree, the nature and the sources of the impact varied across individual teachers.
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Sultana, Nasreen. "The effectiveness of the ELT component at the B.Ed. programme in Bangladesh: A critical perspective." Stamford Journal of English 6 (February 22, 2013): 261–84. http://dx.doi.org/10.3329/sje.v6i0.13918.
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The study determines the level of effectiveness of the English course at the B.Ed. programme in Bangladesh in developing professionalism of the prospective English language teachers. Recently, English language teaching has gained momentum because of its local as well as global instrumental use. But, Bangladesh is still facing an acute shortage of skilled English language teachers. Hence, the study investigates the existing structure and the scope of English Language Teaching (ELT) in the teacher training programme of Bangladesh. For this purpose, data has been collected both from trained English language teachers and pre-service trainees to find out the level of success of the ELT course at the B.Ed. programme in Bangladesh. Hence, the study investigates the scope of English language teaching and teacher training with reference to the training institutions in Dhaka, Mymensingh and Comilla. Stamford Journal of English; Volume 6; Page 261-284 DOI: http://dx.doi.org/10.3329/sje.v6i0.13918
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Keramida, Areti., Iosif Fragkoulis, and Efthymios Valkanos. "English Teachers' Views and Attitudes toward Training Programmes in Innovative Teaching Practices and ICT: An Empirical Research." International Journal of Sciences Volume 8, no. 2019-02 (2019): 25–31. https://doi.org/10.5281/zenodo.3350567.
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Developments in pedagogic science and technology, the rapid diffusion of the internet, as well as social changes, which mean less homogeneous classrooms than before, render necessary the ongoing training of English teachers so that they can keep up with changes. Teacher training programmes should be designed in such a way so as to be in line with teachers' needs. In this framework, in this paper we present the results of an empirical study on the attitudes of teachers of English as a foreign language in primary and secondary education toward teacher training programmes in innovative teaching practices, and more specifically the pedagogical use of Information and Communication Technologies (ICT) in education. The research results show that the majority of the teachers believe that teacher training programmes are instrumental in enriching the teaching process with innovative and modern teaching practices, which are essential in education, due to the changing social conditions, the developments in pedagogical science and the diffusion of ICT in society and education. Teachers also expressed their preference for participation in teacher training programmes that are practical in nature and help them deal with everyday problems they face in the classroom. The research results provide useful information to those engaged in the planning and implementation of teacher training programmes.Read Complete Article at ijSciences: V72018121894 AND DOI: http://dx.doi.org/10.18483/ijSci.1894
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Mopelola, Omowumi ADEBANJO, and Michael ALOBA Adetunji. "THE ENGLISH TEACHER'S PROFILE AND HIS STUDENTS' PERFORMANCE IN ENGLISH LANGUAGE." Journal of Colleges of Language and Communication Arts Education, Lagos State University of Education 2, no. 1 (2023): 36–44. https://doi.org/10.5281/zenodo.8285161.
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This is a position paper on the effect of the teacher’s profile on the interest, learning and performance of his students in English Language. By teacher’s profile here, we look at the teacher’s certificate, experience and attitude towards the teaching of English Language. Secondary sources of data were considered and logical conclusions were made based on the literature of notable educators in the field of English. It was discovered that there is a high relationship between the teacher’s profile and the students’ interest and performance in the subject, the higher the teachers’ profile, the higher the interest rate and performance of the students. Variables looked out for under profile include the teacher’s qualification, experience, mastery of subject matter and attitudes towards work, students and their parents. Based on the findings, it was recommended that competent and qualified teachers should be employed to teach English Language and that continuous in-service training, seminars and workshops should be organized to update the teachers’ knowledge periodically. Welfare packages should also be put in place to encourage teachers on the field.
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Uddin, Muhammed Rukan. "In-Service Training for Secondary English Teachers of Bangladeshi Madrasahs: Investigating Adequacy and Effectiveness." PAROLE: Journal of Linguistics and Education 10, no. 1 (2020): 36–45. http://dx.doi.org/10.14710/parole.v10i1.36-45.
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In-service training (INSET) is crucial for language teachers who play instrumental role for effective curriculum implementation of any educational programme. Bangladesh Madrasah Teachers Training Institute (BMTTI) is the only government training institute which provides both pedagogical and administrative trainings to 1, 38, 775 madrasah teachers (BANBEIS, 2018). The question which motivated the study was whether the secondary English teachers—6553 as of 2018 (BANBEIS, 2018)—got adequate and effective pedagogical training from the institute. Having adopted the mixed-method-approach, the author administered questionnaires to 20 teachers, interviewed the three English language trainers of the institute, and analysed the training module. Findings show that INSET facilities for madrasah English teachers are clearly insufficient, and the trainings do not deliver expected outcomes due to at least four reasons: (a) inadequacy of the institute’s logistics to conduct training sessions for the required number of English teachers every year; (b) absence of permanent and professional trainers; (c) lack of motivated trainee teachers; and (d) ineffective training modules. The study implies that the madrasah education, though runs parallel with the mainstream education system in Bangladesh, has not been given required attention so far as INSET for English teachers is concerned. Since teacher training is an integral part of continuing professional development (CPD), inadequate training facilities will certainly affect CPD for the madrasah teachers which will ultimately encumber curriculum implementation. The study will have substantial impact on the future policy making with regard to the appropriateness and effectiveness of training sessions for the secondary English teachers of Bangladeshi madrasahs.
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Kim, Eunhyun, and HyeRim Park. "A Study of Integrating Multicultural Education into Primary English Based on Multicultural Children’s Literature: Focusing on Pre-service Teacher Education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (2022): 177–98. http://dx.doi.org/10.22251/jlcci.2022.22.19.177.
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Objectives This study is to examine the effects of multicultural pre-service teacher training for the integration of multicultural and English education. It aims to study how intensive teacher training affects teaching strategies utilizing multicultural children’s literature and teachers’ multicultural attitude. It also investigates positive and negative factors in applying what they have learned from teacher training to educational contexts. Methods Mixed methods of quantitative and qualitative research methods were adopted. Attitude toward ract/ethnic diversity, multicultural understanding and attitude, English reading and writing ability were analyzed by utilizing SPSS/PC+ 21.0, and teaching journals, work samples, and interview data were also examined through phenomenological research method. Results The findings of quantitative data analysis using t-test showed that multicultural education using children’s literature positively affected both teachers’ and students’ multicultural attitude. The differences were statistically significant. Through the teacher training, per-service teachers could understand how to utilize multicultural children’s literature using culturally responsive pedagogy and how to integrate English and multicultural education. In the teaching contexts, using multicultural picture books had positive impacts on understanding diverse cultures, and positively affected students’ English reading and writing ability. Engaging with multicultural picture books gave students the opportunities to actively participate in the lessons. On the other hand, there were cases where students won’t accept different perspectives about other cultures. Some pre-service teachers also pointed out that meeting with multicultural students in the real world would be integrated into the teacher education program. Conclusions This study addressed not only the positive impacts of teacher training on implementing English and multicultural education utilizing multicultural children’s literature, but also challenges in implementing multicultural education in educational contexts.
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Raud, Nina, and Olga Orehhova. "IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES." Problems of Education in the 21st Century 75, no. 2 (2017): 194–203. http://dx.doi.org/10.33225/pec/17.75.194.
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In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. Keywords: in-service teacher training, continuous professional development (CPD), English language teaching.
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Ling, Xiao, and Chen Chen. "The Study of TPACK Ability Training for Student Teacher Specializing in English— A Case Study of Huainan Normal University." International Journal of Research and Innovation in Social Science VIII, no. II (2024): 425–42. http://dx.doi.org/10.47772/ijriss.2024.802030.
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It is a necessary requirement to enhance the information literacy of university teachers and students in an all-round way to adapt to the development of information society. At the heart of the work is an understanding of the framework Matthew J. Koehler and Punya Mishra proposed, TPACK—Technological Pedagogical Content Knowledge. This study takes student teacher specializing in English of Huainan Normal University as an example and aims to understand the current situation of developing the TPACK ability of the student teachers specializing in English through a survey. To investigate the relevant factors affecting the development of English teacher trainees’ TPACK ability, and to explore new ideas for revitalizing the TPACK ability of English teacher trainees to contribute to higher levels of teacher education accreditation and to cultivate higher quality student teachers specializing in English education.
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Saragih, Erikson, Desri Maria Sumbayak, Mahriyuni Mahriyuni, and Tiarnida Nababan. "Training Secondary English Teacher Competence at Toba Regency through Simulation Technique." JURNAL ABDIMAS MADUMA 2, no. 1 (2023): 1–9. http://dx.doi.org/10.52622/jam.v2i1.143.
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The success of the learning process is inseparable from the competence of the teacher. As one of the determining factors for the success of learning, teachers are expected to continue to improve competency and literacy by adjusting to the times. However, with the end of the Covid 19 Pandemic hitting the world, learning platforms that used to use online learning have been changed back to using conventional learning modes. Realizing this transition, the Community Service Team from the Faculty of Cultural Sciences, University of North Sumatra conducted pedagogic training and increased literacy for English teachers throughout Toba Regency, North Sumatra Province from 15 May to 31 May 2023 in Balige, Toba Regency. By adopting an Action research pattern, this program was successfully implemented where the training participants consisted of junior high school teachers whose schools were mostly located in remote and isolated areas. The results of this community service program succeeded in increasing the literacy of English teachers in preparing teaching plans, and teaching practices, and evaluating innovative English lessons. The training participants hope that this activity can be carried out regularly and continuously so that English teachers in the District have good pedagogical literacy and can improve the quality of English learning. Keywords: Improving; Literacy; English Teacher; Simulation
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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.004.
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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.
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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.009.
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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.
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Syafryadin, Eka Chandra Wardhana Dian, and Bunga Febriani R. "Digital training for increasing English teachers' professionalism at junior high school." Journal of Education and Learning (EduLearn) 15, no. 1 (2021): 27–35. https://doi.org/10.11591/edulearn.v15i1.16937.
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This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.
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Sierra Alvarado, Rocio Elena, Kira Katiuska Villao Jacome, Ana Isabel Alejandro Franco, and Josselyn Paola Aguayo Litardo. "Digital teacher training plans for learning the English language." Universidad Ciencia y Tecnología 28, Special (2024): 299–308. http://dx.doi.org/10.47460/uct.v28ispecial.827.
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This research aimed to evaluate the effect of digital teacher training plans on English language learning in an Educational Institution. It was based on the theories of Howard Gardner and Lev Semionovich Vygotsky, using a quantitative approach in a quasi-experimental study with 30 teachers divided into experimental and control groups. Surveys with 36 items were applied in the pilot test to measure reliability, obtaining a value of 0.905. The results showed a significant increase in the level of performance in teaching the English language, with significant differences between the pretest and the posttest. The research showed that digital teacher training plans positively impacted the English language learning processes.
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Kyungsuk Chang, David Hayes, Byeong Cheon Lee, Woo-Hyung Kim, Kyutae Jung, and 윤정흠. "In-service English Teacher Training Program Evaluation." English Teaching 65, no. 3 (2010): 129–65. http://dx.doi.org/10.15858/engtea.65.3.201009.129.
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Gerlach, Jeanne Marcum. "Rewey Belle Inglis: Teacher, Writer, Observer." English Journal 89, no. 3 (2000): 80–84. http://dx.doi.org/10.58680/ej2000549.
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Discusses the many contributions of Rewey Belle Inglis, a secondary English teacher, university English educator, and textbook publisher, as well as first woman president of the National Council of Teachers of English (1929). Discusses her professional credentials, her place in history, her writings (about teaching grammar and literature, teacher training, and professional development), and her research.
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Anggeraini, Yentri. "LANGUAGE TEACHING IN THE DIGITAL AGE: TEACHERS` VIEWS AND ITS CHALLENGES." Research and Innovation in Language Learning 3, no. 3 (2020): 163. http://dx.doi.org/10.33603/rill.v3i3.3444.
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The update technology usage and its changes come and give positive effects to us including the teaching and learning process in school practices. It enjoys, motivates, and facilitates the students in learning English This qualitative research aimed at analyzing the English teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. The results indicated that the English teacher provided digital teaching tools including laptop, speaker, mobile phones, websites and the teacher used the downloaded materials and videos from You Tube as the digital media. Lack of training for teachers, lack of time, and lack of facilities were the challenges for the English teachers in order to apply the digital teaching efficiently and create their own digital media in the school practices. Findings suggest that English teachers should participate actively on the teacher professional developments such as group discussion, workshop, training, and seminar in order to be familiar with the evolution of the new technology.
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Cristopher, B. Narvato. "English Proficiency, Performance and Training Needs of Secondary English Teachers in Goa District, Camarines Sur, Philippines." International Journal of Innovative Science and Research Technology (IJISRT) 9, no. 12 (2024): 1243–50. https://doi.org/10.5281/zenodo.14557503.
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This study examined the English proficiency, training needs, and teaching performance of secondary English teachers in Goa District, Goa, Camarines Sur for the academic year 2018-2019. It assessed teachers' English proficiency, identified their training needs (particularly in language skills, teaching strategies, and instructional materials), evaluated their teaching performance, and explored the relationship between proficiency and teaching effectiveness. The study used descriptive, evaluative, and correlational methods, with data gathered through questionnaires, interviews, and documentary analysis, involving 27 teachers. Key findings included a proficiency level of "competent user" (band score 6.22), with listening skills identified as the weakest area. Teachers expressed a need for training in organizing information, teaching methods, and developing suitable reading materials. Performance ratings indicated strong subject knowledge and teaching strategies, but room for improvement in classroom management. A significant relationship between English proficiency and teaching performance was found, suggesting higher proficiency leads to better teaching outcomes. The study recommends training focused on listening, reading skills, teaching strategies, and material development. It also advocates for ongoing professional development, including graduate studies and research on communicative competence. Additionally, it supports using English proficiency tests as part of teacher hiring criteria, in line with DepEd's policies on teacher qualifications.