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Year 2016, Volume: 17 Issue: 1, 0 - 0, 20.04.2016
https://doi.org/10.17679/iuefd.17152899

Abstract

References

  • References
  • Atay, D. (2008). Teacher research for professional development. ELT Journal. 2, (62), p.139 147
  • Bolam, R. (2000). Emerging policy trends: some implications for continuing professional development. Journal of In-service Education, 26(2).
  • Borg, S. (Ed.). (2015). Professional development for English language teachers: Perspectives from higher education in Turkey. Ankara: British Council.
  • Burden, P.R. (1990). Teacher development. In Houston, R. W. (ed.), Handbook of Research on Teacher Education. New York: Macmillan, 311-328.
  • Burns, C. (2005). Tensions between national, school and teacher development needs: a survey of teachers‟ views about continuing professional development within a group of rural primary schools. Journal of In-Service Education, 31 (2), 353- 372.
  • Clement, M., and Vandenberghe, R. (2000). Teachers’ professional development: A solitary or collegial (ad)venture? Teacher and Teaching Education, 16, 81–101.
  • Creswell, J. W. (2013). Qualitative Inquiry & research design. Choosing among five approaches. (3rd ed.). Thousand Oaks: Sage Publications.
  • Eksi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. Unpublished Master’s Thesis, Middle East Technical University, Ankara, Turkey.
  • Farrell, T.S.C. (2001). Critical Friendships: colleagues helping each other develop. ELT Journal, 55, 368-374.
  • Garet, M. S, Porter, A. C, Desimone, L., Birman, B, Yoon, K. S. (2001) American Educational Research Journal, (38) 4
  • Glatthorn, A. (1987). Cooperative professional development: Peer centered options for teacher growth. Educational Leadership (45)3, 31-35.
  • Gonzalez, A., Montoya, C., & Sierra, N. (2002). What do EFL Teachers Seek in Professional Development Programs? Voice from Teachers. Ikala, revista de lenguaje y cultura, 7(13)
  • Gravani, M. N., & John. P. D. (2005) ‘Them and us’: Teachers' and tutors' experiences of a ‘new’ professional development course in Greece, Compare: A Journal of Comparative and International Education, 35(3), 303-319,
  • Hargreaves, A. and Fullan, M. (1992). Introduction. In A. Hargreaves & M. Fullan (Eds.), Understanding Teacher Development (pp. 1-19). Columbia: Teachers College Press.
  • Hismanoglu, M. and Hismanoglu, S. (2010). English language teachers’ perceptions of educational supervision in relation to their professional development: a case study of Northern Cyprus. Novitas-royal (Research on Youth and Language) 4, (1)
  • Hofman, R.H. & Dijkstra, B.J. (2010). Effective teacher professionalization in networks? Teaching and Teacher Education, 26, 1031-1040.
  • Hu, G. (2005). Professional Development of Secondary EFL Teachers: Lessons From China. Teachers College Record, 107(4), pp. 654–705
  • Kabilan, M.K. and Veratharaju, K., (2013). Professional development needs of primary school English-language teachers in Malaysia. Professional Development in Education, 39(3), pp. 330 – 351.
  • Kang, Y., and Cheng, X. T. (2014). Teacher learning in the workplace: A study of the relationship between a novice EFL teacher’s classroom practices and cognition development. Language Teaching Research, 18(2), 169–186.
  • Mawhinney, L. (2010). Let’s lunch and learn: Professional knowledge sharing in teachers’ lounges and other congregational spaces. Teaching and Teacher Education, 26, 972 978.
  • Meristo, M., and Eisenschmidt, E. (2014). Novice Teachers' Perceptions of School Climate and Self-Efficacy. International Journal of Educational Research, 67, 1 - 10.
  • Miles, M. B., and Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks: Sage Publications.
  • Ozdemir, M. S. (2013). Exploring the Turkish Teachers’ Professional Development Experiences and Their Needs for Professional Development. Mevlana International Journal of Education. 3(4), pp. 250-264
  • Poehner, P. (2011). Teacher learning through critical friends group: recontextualizing professional development in a K-5 school in Research on Second Language Teacher Education. Routledge
  • Richards, J. C., and Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Rodriguez, A. G., and McKay, S. (2010). Professional Development for Experienced Teachers Working With Adult English Language Learners. Washington, DC: Center for Applied Linguistics. http://lincs.ed.gov/lincs/resourcecollections/abstracts/workforce/RC_work_abs92
  • Sato, M., Chung, R. R., and Darling-Hammond, L. (2008). Improving Teachers’ Assessment Practices Through Professional Development: The Case of National Board Certification. American Educational Research Journal, 45(3), 669-700.
  • Seferoğlu, S. S. (2001). Elementary school teachers’ perceptions of professional development. Hacettepe University, Journal of Education, 20, p. 117-125
  • Turhan, I. E. and Arikan. A. (2009), “English Language Teacher Development With And Without A Teacher Trainer: ELT Instructors’ Perceptions”, E-journal of New World Sciences Academy, 4,2, 410-421.
  • Yilmaz, Y. Y. (2015). Dealing with teacher resistance. In Borg, S. (ed.), Professional development for English language teachers: Perspectives from higher education in Turkey. Ankara: British Council.
  • Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. New York: Cambridge University Press.

English Language Teacher Professional Development: When Institutional Frameworks Fall Short

Year 2016, Volume: 17 Issue: 1, 0 - 0, 20.04.2016
https://doi.org/10.17679/iuefd.17152899

Abstract

In the last couple of decades, teachers’ professional development has received much attention in the field of teacher education. In addition to maximizing quality in preparing English language teachers in pre-service programs, efforts have also been directed towards enhancing ongoing in-service professional development worldwide. The way these needs are addressed vary across nations based on policies and institutional frameworks. The purpose of this paper is to discuss EFL teachers’ beliefs, experiences, and their needs regarding professional development in a particular context: Northern Cyprus. In particular, teachers’ visions, self, and their role in relation to development were examined. Interviews with 12 teachers in three different cities were carried out. Our findings indicate that if institutional support for professional development is unavailable or insufficient, teachers rely on their own resources. Their preference, however, is to be part of the system that supports and appreciates their efforts. The findings also imply that these teachers are aware of the constraints in the system and they highlight that a needs analysis should be carried out to design professional development activities that meet teachers’ needs and interests. Based on the findings, recommendations are made to the governing bodies.

References

  • References
  • Atay, D. (2008). Teacher research for professional development. ELT Journal. 2, (62), p.139 147
  • Bolam, R. (2000). Emerging policy trends: some implications for continuing professional development. Journal of In-service Education, 26(2).
  • Borg, S. (Ed.). (2015). Professional development for English language teachers: Perspectives from higher education in Turkey. Ankara: British Council.
  • Burden, P.R. (1990). Teacher development. In Houston, R. W. (ed.), Handbook of Research on Teacher Education. New York: Macmillan, 311-328.
  • Burns, C. (2005). Tensions between national, school and teacher development needs: a survey of teachers‟ views about continuing professional development within a group of rural primary schools. Journal of In-Service Education, 31 (2), 353- 372.
  • Clement, M., and Vandenberghe, R. (2000). Teachers’ professional development: A solitary or collegial (ad)venture? Teacher and Teaching Education, 16, 81–101.
  • Creswell, J. W. (2013). Qualitative Inquiry & research design. Choosing among five approaches. (3rd ed.). Thousand Oaks: Sage Publications.
  • Eksi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. Unpublished Master’s Thesis, Middle East Technical University, Ankara, Turkey.
  • Farrell, T.S.C. (2001). Critical Friendships: colleagues helping each other develop. ELT Journal, 55, 368-374.
  • Garet, M. S, Porter, A. C, Desimone, L., Birman, B, Yoon, K. S. (2001) American Educational Research Journal, (38) 4
  • Glatthorn, A. (1987). Cooperative professional development: Peer centered options for teacher growth. Educational Leadership (45)3, 31-35.
  • Gonzalez, A., Montoya, C., & Sierra, N. (2002). What do EFL Teachers Seek in Professional Development Programs? Voice from Teachers. Ikala, revista de lenguaje y cultura, 7(13)
  • Gravani, M. N., & John. P. D. (2005) ‘Them and us’: Teachers' and tutors' experiences of a ‘new’ professional development course in Greece, Compare: A Journal of Comparative and International Education, 35(3), 303-319,
  • Hargreaves, A. and Fullan, M. (1992). Introduction. In A. Hargreaves & M. Fullan (Eds.), Understanding Teacher Development (pp. 1-19). Columbia: Teachers College Press.
  • Hismanoglu, M. and Hismanoglu, S. (2010). English language teachers’ perceptions of educational supervision in relation to their professional development: a case study of Northern Cyprus. Novitas-royal (Research on Youth and Language) 4, (1)
  • Hofman, R.H. & Dijkstra, B.J. (2010). Effective teacher professionalization in networks? Teaching and Teacher Education, 26, 1031-1040.
  • Hu, G. (2005). Professional Development of Secondary EFL Teachers: Lessons From China. Teachers College Record, 107(4), pp. 654–705
  • Kabilan, M.K. and Veratharaju, K., (2013). Professional development needs of primary school English-language teachers in Malaysia. Professional Development in Education, 39(3), pp. 330 – 351.
  • Kang, Y., and Cheng, X. T. (2014). Teacher learning in the workplace: A study of the relationship between a novice EFL teacher’s classroom practices and cognition development. Language Teaching Research, 18(2), 169–186.
  • Mawhinney, L. (2010). Let’s lunch and learn: Professional knowledge sharing in teachers’ lounges and other congregational spaces. Teaching and Teacher Education, 26, 972 978.
  • Meristo, M., and Eisenschmidt, E. (2014). Novice Teachers' Perceptions of School Climate and Self-Efficacy. International Journal of Educational Research, 67, 1 - 10.
  • Miles, M. B., and Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks: Sage Publications.
  • Ozdemir, M. S. (2013). Exploring the Turkish Teachers’ Professional Development Experiences and Their Needs for Professional Development. Mevlana International Journal of Education. 3(4), pp. 250-264
  • Poehner, P. (2011). Teacher learning through critical friends group: recontextualizing professional development in a K-5 school in Research on Second Language Teacher Education. Routledge
  • Richards, J. C., and Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.
  • Rodriguez, A. G., and McKay, S. (2010). Professional Development for Experienced Teachers Working With Adult English Language Learners. Washington, DC: Center for Applied Linguistics. http://lincs.ed.gov/lincs/resourcecollections/abstracts/workforce/RC_work_abs92
  • Sato, M., Chung, R. R., and Darling-Hammond, L. (2008). Improving Teachers’ Assessment Practices Through Professional Development: The Case of National Board Certification. American Educational Research Journal, 45(3), 669-700.
  • Seferoğlu, S. S. (2001). Elementary school teachers’ perceptions of professional development. Hacettepe University, Journal of Education, 20, p. 117-125
  • Turhan, I. E. and Arikan. A. (2009), “English Language Teacher Development With And Without A Teacher Trainer: ELT Instructors’ Perceptions”, E-journal of New World Sciences Academy, 4,2, 410-421.
  • Yilmaz, Y. Y. (2015). Dealing with teacher resistance. In Borg, S. (ed.), Professional development for English language teachers: Perspectives from higher education in Turkey. Ankara: British Council.
  • Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. New York: Cambridge University Press.
There are 32 citations in total.

Details

Journal Section Articles
Authors

Alev Özbilgin

Besime Erkmen This is me

Cendel Karaman

Publication Date April 20, 2016
Published in Issue Year 2016 Volume: 17 Issue: 1

Cite

APA Özbilgin, A., Erkmen, B., & Karaman, C. (2016). English Language Teacher Professional Development: When Institutional Frameworks Fall Short. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(1). https://doi.org/10.17679/iuefd.17152899
AMA Özbilgin A, Erkmen B, Karaman C. English Language Teacher Professional Development: When Institutional Frameworks Fall Short. INUJFE. April 2016;17(1). doi:10.17679/iuefd.17152899
Chicago Özbilgin, Alev, Besime Erkmen, and Cendel Karaman. “English Language Teacher Professional Development: When Institutional Frameworks Fall Short”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 17, no. 1 (April 2016). https://doi.org/10.17679/iuefd.17152899.
EndNote Özbilgin A, Erkmen B, Karaman C (April 1, 2016) English Language Teacher Professional Development: When Institutional Frameworks Fall Short. İnönü Üniversitesi Eğitim Fakültesi Dergisi 17 1
IEEE A. Özbilgin, B. Erkmen, and C. Karaman, “English Language Teacher Professional Development: When Institutional Frameworks Fall Short”, INUJFE, vol. 17, no. 1, 2016, doi: 10.17679/iuefd.17152899.
ISNAD Özbilgin, Alev et al. “English Language Teacher Professional Development: When Institutional Frameworks Fall Short”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 17/1 (April 2016). https://doi.org/10.17679/iuefd.17152899.
JAMA Özbilgin A, Erkmen B, Karaman C. English Language Teacher Professional Development: When Institutional Frameworks Fall Short. INUJFE. 2016;17. doi:10.17679/iuefd.17152899.
MLA Özbilgin, Alev et al. “English Language Teacher Professional Development: When Institutional Frameworks Fall Short”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 17, no. 1, 2016, doi:10.17679/iuefd.17152899.
Vancouver Özbilgin A, Erkmen B, Karaman C. English Language Teacher Professional Development: When Institutional Frameworks Fall Short. INUJFE. 2016;17(1).

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