An analysis of the issues in English language teacher training and development

Arzy Eren, Mustafa Kurt

Abstract


The study aims to provide a systematic review of articles covering the issues in teacher training and development in EFL/ESL context for the period of 2010-2018. In the result of the search conducted through the database of Web of Science, 50 articles were identified and 32 articles were included in the study. Content analysis was applied for analysing the data. Statistical analysis of the articles was conducted according to the following parameters: distribution of the studies based on their context, publication date, sample type (in-service, pre-service), research design, data collection tools. Thematic distribution of the studies was analyzed both quantitatively and qualitatively. Findings were analyzed for each thematic category separately. The results indicate that most of the articles were published between 2016 and 2018 and focused predominantly on the in-service teacher development, qualitative studies outnumbered quantitative ones which could be explained by the nature of the research focus of these articles. Analysis of the findings of the research included in the study, has revealed the major problems that teachers or student teachers face during their in-service or pre-service teacher training courses and also the in-service teachers’ needs and preferences in terms of teacher development.


Keywords


Teacher training, teacher development, English, systematic review, content analysis

Full Text:

PDF

References


Ali, A. D. (2018). Identifying training needs of in-service EFL teachers in inclusive schools in Egypt. Arab World English Journal, 9(1), 163-183.

Aliakbar, M., & Mirzaee, A. (2018). The role of sociocultural mediational tools in EFL teachers’ development: insights from a life history approach. International Journal of Lifelong Education, 36(6), 644-661. doi: 10.1080/02601370.2017.1373711

Ariail, M., Balderas, K., Mellom, P.J., Portes, P.R., & Straubhaar, R. (2018). “They come with nothing”: How professional development in a culturally responsive pedagogy shapes teacher attitudes towards Latino/a English language learners. Teaching and Teacher Education, 71, 98-107.

Arıkan, A., & Turhan İ.E. (2009). English language teacher development with and wıthout a teacher trainer: ELT instructors’ perceptions. e-Journal of New World Science Academy, 4(2), 410-421.

Ashraf, H., & Zolfaghari, S. (2018). EFL Teachers’ Assessment Literacy and Their Reflective Teaching. International Journal of Instruction, 11(1), 425-436.

Barahona, M. (2017). Exploring models of team teaching in initial foreign/second language teacher education: A study in situated collaboration. Australian Journal of Teacher Education, 42(12), 144-161.

Barley, M. & Shuk-Han, P. (2015). Cultivating a teacher community of practice for sustainable professional development: Beyond planned efforts. Teachers and Teaching, 21(1), 4-21. doi: 10.1080/13540602.2014.928120

Bedir, H. & Petek, E. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56-72.

Biebricher, C., East, M., Howard, J., & Tolosa, C. (2018). Intercultural language teaching as a catalyst for teacher inquiry. Teaching and Teacher Education, 70, 227-235. doi: 10.1016/j.tate.2017.11.027

Burns, A., & Edwards, E. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6-15, doi:10.1093/elt/ccv060

Butler, Y.G., & Yeum, K. (2016). Dialogic competence of primary school English teachers in online peer coaching: A case study in South Korea. The Journal of Asia TEFL, 13(2), 72-89.

Castañeda-Trujillo, J.E., & Aguirre-Hernández, A. J. (2017). Pre-Service English Teachers’ Voices About the Teaching Practicum. How, 25(1). 156-173.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education, (7th ed). London, NY: Routledge.

Creating Effective Teaching and Learning Environments: First Results from TALIS – Executive Summary. (2009). Retrieved from http://www.oecd.org/education/school/43023606.pdf

Dikilitaş, K., & Tanış, A. (2018). Turkish EFL instructors' engagement in professional development. Eurasian Journal of Applied Linguistics, 4(1), 27-47.

Fakazlı, Ö., & Kuru Gönen, S. I. (2017). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 32(3), 708-726. doi: 10.16986/HUJE.2017025118

Farrell, T.S.C. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19.

Farrell, T. S.C., & Richards, J. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge: Cambridge University Press.

Fitz-Gibbon, S.T. (1984). Meta-analysis: An explication. British Education Research Journal, 10(2), 135-144.

Foord. D. (2009). The developing teacher. UK: Delta Publishing.

Gan, Z., & Yang, C.C.R. (2018). How prepared are the preservice ESL teachers to teach: Insights from university supervisor feedback. Journal of Asia TEFL, 15, 99-117. doi: 10.18823/asiatefl.2018.15.1.7.99

Glass. G. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3-8

Hall, J.M., & Townsend S.D.C. (2017). Using critical incidents and E-Portfolios to understand the emergent practice of Japanese student-teachers of English. Teaching and Teacher Education, 17, 1-9.

Heikkinen, H.L.T., Kiviniemi, U., Korhonen, H., & Tynjala, P. (2017). Student teachers’ experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland. Teaching and Teacher Education, 61, 153-163.

Hismanoğlu, M. (2010). Effective professional development strategies of English language teachers. Procedia Social and Behavioral Sciences, 2, 990–995.

Kebble, P.G. (2017). Designing culturally appropriate online professional development for English language teachers through the Incorporation of the action research paradigm. Journal of Language Teaching and Learning, 7(2), 36-50.

Kheirzadeh, Sh., & Sistani, N. (2018). The effect of reflective teaching on Iranian EFL students’ achievement: The case of teaching experience and level of education. Australian Journal of Teacher Education, 43(2), 143-156.

Lengeling, M.M., & Pablo, I.M. (2016). Reflections on critical incidents of EFL teachers during career entry in Central Mexico. How, 23(2). 75-88.

Linaker, M.H. (2018). A catalyst for growth? How does the European profiling grid act as an instrument for change in language teachers’ development? Educational Action Research, 26 (2), 301-313. doi: 10.1080/09650792.2017.1326962

MacBeath, J. (2012). Future of teaching profession. Cambridge: Leadership for learning. The Cambridge Network.

Mann, S. (2005). The language teacher’s development. Language Teaching, 38, 103–118. doi:10.1017/S0261444805002867

Motallebzadeh, Kh., Ahmadi, F., & Hosseinnia, M. (2018). The relationship between EFL teachers’ reflective practices and their teaching effectiveness: A structural equation modeling approach. Cogent Psychology, 5, 1-9.

Moussaid, R., & Zerhouni, B. (2017). Problems of pre-service teachers during the practicum: An analysis of written reflections and mentor feedback. Arab World English Journal, 8(3), 135 -153. doi: https://dx.doi.org/10.24093/awej/vol8no3.10

Ollerhead, S. (2018). Pedagogical language knowledge: Preparing Australian pre-service teachers to support English language learners. Asia-Pacific journal of teacher education, 46(3), 256–266.

Pinner, R.S. (2018). Re-learning from experience: Using autoethnography for teacher development. Educational Action Research, 26(1), 91-105.

Strakova, Z. (2016). A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: Perceptions of students. Journal of language and cultural education, 4(3), 72-85. doi: 10.1515/jolace-2016-0026

Uysal, H.H. (2012). Evaluatıon of an in-service training program for primary school language teachers in Turkey. Australian Journal of Teacher Education, 37 (7), 14-29.

Valdez, P.N., Navera, J.A., & Esteron, J.J. (2018). What is reflective teaching? Lessons learned from ELT teachers from the Philippines. Asia-Pacific Education Researcher, 27(2), 91-98.

Vold, E. T. (2017). Qualifying foreign language teachers: Is teacher training enough? International Journal of Educational Research, 82, 40-53.

Yan, Ch. (2017). ‘You never know what research is like unless you’ve done it!’ Action research to promote collaborative student-teacher research. Educational Action Research, 25(5), 704-719, doi: 10.1080/09650792.2016.1245155

Yoonhee, C. (2016). The influence of a study abroad teacher training program on the language development of Korean teachers of English. The Journal of Asia TEFL, 13(1), 31-47.

Yurtsever, G. (2013). English language instructors’ beliefs on professional development models and preferences to improve their teaching skills. Procedia - Social and Behavioral Sciences, 70, 666– 674.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Malaysian Journal of ELT Research

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.