چکیده:
In- service professional development activities seem to be of much significance to
teachers who face challenges in teaching or teaching related issues such
assessment and curriculum development. Despite the rich literature review of
teachers' professional development, in-service professional development needs of
EFL teachers have not been assessed yet. The present study aimed at developing
and validating an in-service professional development needs scale for EFL
teachers. In doing so, a mixed research method was used. In the qualitative phase,
the professional development needs were explored through interviewing with 20
EFL teachers who were selected through purposive sampling. In the quantitative
phase, the professional development scale was submitted to 220 teachers. Data
were analyzed through running exploratory factor analysis and Cronbach's alpha.
Results showed that extracted professional development needs were reduced to
four main areas: a) teaching, communication skills and assessment, b) educational
psychology and technology, c) material development, and d) language and metalanguage
skills. The findings can be used by language schools and educational
centers to provide EFL teachers with the most urgent professional development
needs
خلاصه ماشینی:
The findings can be used by language schools and educational centers to provide EFL teachers with the most urgent professional development needs .
What are the constituting components of EFL teachers' in-service professional development assessment scale?
J. Humanities (2018) Vol. 25 (3) (2004), Sparks and Loucks-Horsley (1989) and Marczely (1996) found out that seven discernible models of professional development are used for teachers: (1) in-service training, (2) observation/assessment, (3) development/improvement process, (4) study groups, (5) inquiry/action research, (6) individually guided activities, and (7) mentoring.
Initial categories of in-service professional development need of EFL Teachers (View the image of this page)Shabani, M.
With regard to teaching, results show that teachers need to take courses on teaching language skills and sub-skills, communicative and task based In-service Professional Development Scale for EFL … ___ Intl.
With regard to the teachers’ needs for in-service courses on management/communication skills, educational technology, assessment, and curriculum development, and in line with the findings of the other researchers, it can be argued that EFL teachers need to have general pedagogical knowledge to learn more about instructional process (e.
g. , diagnosing principles and evaluation procedures (König, 2013, 2014; Ölmezer-ÖztürkAydın, 2018; Plake,1993; Popham, 2009; Price, Rust, O’Donovan, Handley, & Bryant, 2012; Xu, & Brown, 2017).
Research on second language teacher education: A sociocultural perspective on professional development.
Development and validation of classroom assessment literacy scales: English as a Foreign Language (EFL) teachers in a Cambodian Higher Education Setting.