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Tour, Ekaterina; Creely, Edwin; Waterhouse, Peter – TESOL in Context, 2020
Despite the professional learning benefits that may be realised through participation in research, many institutions and teachers are reluctant to get involved. They (correctly) anticipate that it will require some time, effort, and commitment. They may understand that research is important for improving education practices but more direct and…
Descriptors: Adult Educators, Language Teachers, English (Second Language), Participatory Research
Farrell, Thomas S. C.; Macapinlac, Melanie – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
This paper outlines a case study of the reflections of two novice teaching English to speakers of other languages (TESOL) teachers in South Korea through the lens of a framework for reflecting on practice that included reflections on the teachers' philosophy, principles, theory, practice, and beyond practice. Overall, the results revealed that…
Descriptors: Professional Development, Reflective Teaching, Teacher Effectiveness, Educational Principles
Feryok, Anne; Pryde, Michael – Teachers and Teaching: Theory and Practice, 2012
Conceptualizations of teacher knowledge have shifted to focusing on the role of experiential rather than theoretical knowledge. There are different approaches to this, but the idea of an image that guides practice is widespread. One approach to images that has not been frequently investigated in studies of second language teachers is through…
Descriptors: Theory Practice Relationship, Teaching Methods, Professional Development, English (Second Language)
Shabani, Karim; Khatib, Mohamad; Ebadi, Saman – English Language Teaching, 2010
The current paper examines the instructional implications of Vygotsky's (1978) seminal notion of Zone of Proximal Development, originally developed to account for the learning potential of children, and investigates ZPD applications to the concept of teacher professional development. Specific attempt has been made to see how a number of assets at…
Descriptors: Problem Solving, Ability, Scaffolding (Teaching Technique), Professional Development
Shi, Kun – Online Submission, 2010
This paper on pedagogical training of TCFL (Teaching Chinese as a Foreign Language) programs is based on the author's five-week study in the summer of 2008 at six Chinese universities. Based on class observations, interviews of teachers and students, and documents provided by the six universities, the author has found that their curriculum for…
Descriptors: Curriculum Development, Foreign Countries, Communication Skills, Professional Development
LaFond, Larry; Dogancay-Aktuna, Seran – Language Awareness, 2009
This paper reports on a study of 61 students and alumni of graduate programmes that specialise in training English language teachers. The goal was to examine the views of these students and alumni regarding the importance and/or relevance of linguistic theory for their pedagogical practice and to determine whether differences in perceptions were…
Descriptors: Metalinguistics, Theory Practice Relationship, Alumni, Teaching Experience

Bagnole, John; Anderson, Neil J. – TESL-EJ, 1995
Presents a generic model implemented for the past six years that has proven effective in structuring off-site (i.e., remote) training programs of short duration (three to eight weeks) for English-as-a-Foreign-Language teachers. (Author/JL)
Descriptors: Distance Education, English (Second Language), Language Teachers, Professional Development
Johnson, Karen E. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2006
Although the overall mission of second language (L2) teacher education has remained relatively constant, that is, to prepare L2 teachers to do the work of this profession, the field's understanding of that work--of who teaches English, who learns English and why, of the sociopolitical and socioeconomic contexts in which English is taught, and of…
Descriptors: Second Language Learning, Second Language Instruction, Teacher Education, Language Teachers

Crandall, JoAnn (Jodi) – TESOL Quarterly, 1993
Three major models of adult English-as-a-Second-Language (ESL) literacy professional development are discussed: craft or mentoring models, applied science or theory to practice models, and inquiry or reflective practice models. Each is outlined, examples are provided, and innovative K-12 teacher development practices are suggested. (Contains 50…
Descriptors: Adult Literacy, Credentials, Elementary Secondary Education, English (Second Language)
Farrell, Thomas S. C. – 1998
This study investigated ways in which regular group discussion might promote reflective teaching. Subjects were three experienced teachers of English as a foreign language (EFL) in Korea who came together in weekly meetings to reflect on their work. Two were college teachers, and one taught in a private company. The study examined what the…
Descriptors: Case Studies, Discussion Groups, English (Second Language), Foreign Countries