Lifelong Learning Skills in Job Advertisements: The Case of English Language Teaching

Abstract

Job advertisements are normally the first contact between recruiters and job seekers. Descriptions of the job and individual specifications are key to job seekers’ decision whether or not to apply. With the abundance of English language job listings, English language teachers seem to be quite fortunate in opportunities for landing a job. However, anecdotal evidence suggests that educational qualifications per se are no longer sufficient; teachers now need other attributes in order to attract recruiters’ attention. One such is an aptitude for lifelong learning which is based on complementarity of skills. Therefore, the identification of commonly sought lifelong learning skills (alongside educational qualifications) in job advertisements can give insight into areas language teachers and teacher training programs need to prioritize. Aiming to affect this, this research investigated 135 job listings on various job websites advertising for international positions. Results showed that a bachelor’s degree, even if in English Language Teaching (ELT), is insufficient for international hiring and that postgraduate certification has become the norm. Results also revealed certain themes related to lifelong learning skills including both those that are student-oriented (i.e. facilitation of learning, building confidence, assessment and evaluation of learning, critical thinking, and preparation of students for life), and those that are teacher-centric (i.e. professional development and engagement in research, technology, interpersonal communication, course development, time management, and ethics). Results are discussed, and recommendations are provided to help develop (pre-service) teachers’ lifelong learning skills.

Keywords

• job advertisements,English language teacher,lifelong learning,professional development,qualifications

References

1. Amzat, I. H., Al-Mahruqi, S. H., Teslikhan, M., & Al-Omari, T. (2017). Engaging teachers in lifelong learning in Oman for knowledge growth and development: Government roles and higher institutions. In I. Amzat & N. V. N. (Eds). Teacher empowerment toward professional development and practices (pp. 135-151). Singapore: Springer.
2. California Department of Education. (2014). The California English language development standards: Kindergarten through Grade 12. Retrieved from http://www.cde.ca.gov/sp/el/er/ documents/eldstndspublication14.pdf
3. Candy, P. C. (1991). Self-direction for lifelong learning. San Francisco: Jossey-Bass.
4. Canniveng, C., & Martinez, M. (2003). Materials development and teacher training. In B. Tomlinson (Ed.) Developing materials for language teaching (pp. 479-489). London & New York: Continuum.
5. Celebi, N., Ozdemir, H., & Elicin, O. (2014). Studying level of awareness of teachers in terms of their lifelong learning skills. Procedia- Social and Behavioral Sciences, 116(21), 2030-2038.
6. Commission of the European Communities (CEC). (1995). White paper: education and training: teaching and learning: towards the learning society. Luxembourg: Office for Official Publications of the European Communities
7. Compton, R., Morrissey, W., & Nankervis, A. (2010). Effective recruitment and selection practices (5th Edition). Australia: McPherson’s Printing Group.
8. Cooper, D., Robertson, I. T., & Tinline, G. (2003). Recruitment and selection: A framework for success. London: Thomson.

9. Defence Language Institute Retrieved from http://dliflc.edu/wp-content/uploads/ 2015/05/ DLIFLC-Catalog-2015-2016.pdf
10. Deveci, T. (in press). Lifelong learning skills: A comprehensive approach to meaningful and effective learning. In F. Gunes (Ed). Skill approach in education: From theory to practice. Cambridge: Cambridge University Press.
11. Deveci, T. (2017). A scale for interpersonal communication skills for lifelong learning & freshman students’ predispositions. Manuscript submitted for publication.
12. Deveci, T., & Ayish, N. (2017). Correlation between critical thinking and lifelong learning skills of freshman students. Bartın University Journal of Faculty of Education, 6(1), 282-303
13. Dinevski, D., & Kokol, P. (2005). ICT and lifelong learning. European Journal of Open, Distance and E-Learning Retrieved from http://www.eurodl.org/materials/contrib/2004/Dinevski.html
14. Enjoy TEFL (n.d.) Why become a TEFL teacher? Retrieved from http://www.enjoytefl.com/why-become-a-tefl-teacher-2/
15. Erdem, A., & Koç, E. S. (2016). Classroom teachers’ professional development activities within the scope of lifelong learning in Turkey. International Journal of Human Sciences, 13(1), 1503-1513.
16. European Commission (2007). The key competences for lifelong learning: A European framework. Luxembourg: Office for Official Publications of the European Communities.
17. Evans, D. (2004). Supervisory management: Principles and practice (5th Edition). London: Thomson.
18. Gautier, C. (2015). The psychology of work: Insights into successful working practices. London: KoganPage.
19. Geertsen, R. (2013). Barriers to critical thinking across domains. Review of Management Innovation & Creativity, 6(20), 52-60.
20. Green, E. (2001). Can qualitative research produce reliable quantitative findings? Field Methods, 13(1), 3-19.
21. Hager, P. J. & Holland, S. S. (2006). Graduate attributes, learning and employability. Dordrecht: Springer.
22. Haseski, H, & Odabaşı, H. (2016). Faculty members’ point of views regarding lifelong learning. Turkish Online Journal of Qualitative Inquiry, 7 (4), 331-363.
23. Kim, J., Warga, E., & Moen, W. E. (2013). Competencies required for digital curation: An analysis of job advertisements. The International Journal of Digital Curation, 8(1), 66-83.
24. Lightfoot, A. (2015). Art in the classroom. Retrieved from https://www.teachingenglish.org.uk/ article/art-classroom
25. Longworth, N., & Davies, W. K. (2013). Lifelong learning: New vision, ne implications, new roles for people, organizations, nations and communities in the 21st century. London and New York: Routledge.
26. McCombs, B. L. (2014). Using a 360 degree assessment model to support learning to learn. In R. Deakin-Crick, T. Small, & C. Stringher (Eds.) Learning to learn for all: Theory, practice and international research: A multidisciplinary and lifelong perspective (pages 241-270). London: Routledge.
27. Meurs, F. V., Korzilius, H., & Hollander, A. D. (2006). Testing the effect of a genre’s form on its target group. In M. Gotti (Ed.) Linguistic insights (Vol 43) (pp. 91-118). Bern: Peter Lang AG, International Academic Publishers.
28. Morrison, N. (2016, June 29). International schools market to hit $89 billion by 2026. Retrieved from ttps://www.forbes.com
29. Murray, D. E., & Christison, M. M. (2011). What English language teachers need to know volume I: Understanding learning. New York & London: Routledge Taylor & Francis Group.
30. National Education Association (1975). Code of ethics. Retrieved from http://www.nea.org/ home/30442.htm
31. Selvi. K. (2011). Teachers’ lifelong learning competencies. International Journal of Curriculum and Instructional Studies, 1(1), 61-69.
32. Strom, R., & Strom, P. (2011). A paradigm for intergenerational learning. In M. London (Ed.). The Oxford handbook of lifelong learning (pp. 133-148). Oxford: Oxford University Press.
33. Suter, W. N. (2012). Qualitative data, analysis, and design. in D. McDaniel (Eds), Introduction to educational research: A critical thinking approach (pp. 342-386). California: Sage Publications.
34. College of Education at Kutztown University (2012). Teacher as a lifelong learner. Retrieved from https://www.kutztown.edu/academics/colleges-and-departments/education/about-the-college/teacher-as-a-lifelong-learner.htm
35. TESOL International Association (n.d.). Frequently asked questions about careers in TESOL. Retrieved from https://www.tesol.org/docs/pdf/2466.pdf?sfvrsn=2
36. Texas Education Agency. (1997). Project ExCELL – excellence and challenge: Expectations for language teachers – Implementing the Texas essential knowledge and skills for languages other than English. Retrieved from http://www.sedl.org/loteced/products/profdev.pdf
37. Wallace, D., & Wallace, S. (2001). GCSE business studies. Oxford: Heinemann Educational Publishers.