English language instructors' beliefs on professional development models and preferences to improve their teaching skills

Yurtsever G.

Akdeniz Language Studies Conference, Antalya, Turkey, 9 - 12 May 2012, vol.70, pp.666-674 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 70
  • Doi Number: 10.1016/j.sbspro.2013.01.107
  • City: Antalya
  • Country: Turkey
  • Page Numbers: pp.666-674
  • Keywords: professional development, English language teaching, training, mentoring, peer-coaching, self-directed, in-service training, EDUCATION
  • Akdeniz University Affiliated: Yes

Abstract

Today there is a widespread need for English language speakers. Therefore, a new perspective should be handled in educational context. School administrators have difficulty finding English language users with teaching capabilities. A variety of in-service training programmes are conducted in schools to develop teachers’ teaching skills regardless of their preferences. This study aimed to see characteristics of language teachers and their professional development. Four models of professional development (Training, Mentoring, Peer-coaching, Self-directed) are presented in this study. A questionnaire was used to learn instructors’ preferences about their professional development and to clarify which model they would like to adopt in their teaching career.

Today there is a widespread need for English language speakers. Therefore, a new perspective should be handled in educational context. School administrators have difficulty finding English language users with teaching capabilities. A variety of in-service training programmes are conducted in shcools to develop teachers' teaching skills regardless of their preferences. This study aimed to see characteristics of language teachers and their professional development. Four models of professional development (Training, Mentoring, Peer-coaching, Self-directed) are presented in this study. A questionnaire was used to learn instructors' preferences about their professional development and to clarify which model they would like to adopt in their teaching career. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of ALSC 2012