Zeitschriftenartikel: „English teachers – Training of – Ethiopia“

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Desalegn Youpo Ukute, Tesfaye Buche Bosha. „Oral Communication Difficulties Student-Teachers Face during their Practice of Teaching English at Arba Minch Teachers’ Training College: Ethiopia“. International Journal of Current Research and Academic Review 7, Nr. 4 (20.04.2019): 52–59. http://dx.doi.org/10.20546/ijcrar.2019.704.007.

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This research reports a case study of English majoring student-teachers’ oral communication difficulties at Arba Minch College of Teacher Education during their fourth round teaching practice. The overall aim of the study was to investigate the difficulties that English majoring student-teachers face in their oral communication in the teaching of English during their final teaching practice. To do this, the study employed qualitative and quantitative methods. Interview, questionnaire, classroom observation and focus group discussion were used to gather relevant data from student-teachers, students and ACTE instructors. The quantitative data were analyzed using SPSS software and the qualitative data were reported verbally. The results of the study revealed that the majority of the student-teachers have faced difficulties to express and share their ideas using English, to pronounce words correctly, to use grammatically correct sentences and to speak English consistently. Thus, it is better to recommend the concerned bodies should mitigate the identified problems through well built mobilizations.

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Desta, Minwuyelet Andualem. „An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation“. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, Nr. 1 (17.11.2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.

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The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.

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Yonas, Amanuel, und Senapathy M. „The Factors Impede Teachers’ Effective Use of Audio Visual Materials to Teach English Speaking Skills: ABBA PASCAL Girls’ School in Focus, Wolaita Zone, Southern Ethiopia“. Randwick International of Education and Linguistics Science Journal 1, Nr. 3 (31.12.2020): 439–48. http://dx.doi.org/10.47175/rielsj.v1i3.157.

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The purpose of this study was to explore factors impede teachers’ effective use of AVMs to teach ESS at Abba Pascal Girls’ School. The subjects used were 2 English teachers of grades 5, 6, 7 & 8 and sampled students. The grades had 2 sections that encompassed 50 students each. Convenience & systematic sampling techniques were employed to select the school & 32 informants among the population of 400. To get the exact number of the participants which are 4 of each section, the researchers divided the population’s number of the sections into the numbers of each student’s representation accordingly: 50÷4 = 12.5. Thus, every Nth participant was selected systematically according to their attendance lists. Therefore, 4 informants from each section were taken in the intention of the researchers. Both the teachers were directly taken as participants due to the manageable number of entire population. Then, the researchers employed mixed research approach after collecting data through questionnaire, interview & classroom observation. Quantitative data were analyzed in percentages; while qualitative were thematically organized & categorized in a statement form. Conclusion & recommendations were forwarded based on the findings. The findings are learning ESS using AVMs benefit teachers & students. Conversely, the challenges drawback teachers’ effective use of AVMs were underpinned in categories of, the challenges related to classroom, gadgets, teachers & students. Therefore, stakeholders of the school should facilitate technical training sessions for teachers & consider the class size. Finally, the windows of the classrooms should be painted with non-translucent paints.

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Wodebo, Amanuel Yonas. „Students’ Challenges to Speak EFL Skills: A Comparative Study Focused on Selected Private & State Elementary Schools of Wolaita Zone, Ethiopia“. Shanlax International Journal of English 8, Nr. 1 (01.12.2019): 19–26. http://dx.doi.org/10.34293/english.v8i1.1332.

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Background: Mastering English speaking skills can not only bring people to be able to communicate with others, but also bring positive impact on students’ academic performance. Objective:, The main purpose of this comparative study was to investigate into grade 8 students’ challenges of academic performance in EFL speaking skills. Methods: Each school of the targeted grades had 3 sections which encompassed 50 students. The informants therefore were sampled students and all EFL teachers. Thus, systematic sampling technique was employed to select 24 informants among the whole population of 300 students. Whereas, the EFL teachers, which were 4 in the year 2019 G.C., comprehensibly taken as participants of the study due to their manageable number of the entire population. A mixed research approach was employed via the tools questionnaire, interview and classroom observation. Then, quantitative data were analyzed in percentages; while qualitative were thematically organized and categorized in a form of statement. Findings: Finally, conclusion and recommendations were drawn based on the findings which were underpinned in particular and common challenges that drew back students’ EFL oral skills in each school. Problems related to curriculum and stakeholders of the school to fulfil every facility were particular challenges affected state school students’ EFL speaking skills. However, problems related to teachers and teaching aids challenged private school students’ EFL speaking efficiencies. Meanwhile, Psychological and social factors commonly affected both of the institution students’ EFL speaking skills. Conclusion and Recommendations: Therefore, the curriculum should consider EFL programs at first levels (grades 1-4) in all state schools. Besides, stakeholders of state schools should provide audiovisual materials and consider infrastructure. Training should be given for teachers as to how to maneuver audiovisual materials and foster EFL skills. Moreover, parents of the students should stay in touch with the schools’ community following up every performance of their children. On the other hand, private schools’ stakeholders should halt the flux of EFL teachers providing proportional incentives for their effort. Finally, teachers should encourage their students during practice and adapt fraternal approach.

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Turvey, Anne. „English Teachers in Training“. Changing English 4, Nr. 2 (Oktober 1997): 183–203. http://dx.doi.org/10.1080/1358684970040202.

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付, 晶晶. „The Working Status of English Training Teachers in Small-Scale English Training Institutions: A Case Study of Two English Training Teachers“. Vocational Education 08, Nr. 01 (2019): 63–68. http://dx.doi.org/10.12677/ve.2019.81011.

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Місайлова, Ксенія. „INTRODUCTORY TRAINING FOR AVIATION ENGLISH TEACHERS“. ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, Nr. 19 (10.06.2021): 102–13. http://dx.doi.org/10.35387/od.1(19).2021.102-113.

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The article raises the issue of creating a system of introductory training for Aviation English teachers for successful realization of teaching in military and civilian institutions of higher education in the aviation industry. A new scientific and pedagogical concept is introduced and argued, as «introductory training for teachers». Such training is necessary for teachers of higher educational establishments when transferring to higher positions into the institutions with another specialization, like transition from a civilian to a military institution to continue teaching career while teaching a foreign language for professional purposes. It was stressed in the article that in the context of transformation processes in Ukraine's transition to NATO and ICAO standards it is necessary firstly to train qualified teaching and instructional staff for the Air Force of the Armed Forces of Ukraine to ensure high quality of future specialists training. The article considers the requirements set by the International Civil Aviation Organization (ICAO) for teachers who teach Aviation English to pilots and air traffic controllers in higher education institutions or on the basis of accredited training organizations. The conclusion on expediency and necessity to use these requirements to implement into the system of introductory training of Aviation English teachers in higher education establishments of Ukraine is made. There is also an approximate content of introductory training program for Aviation English teachers, as a result of which teachers will have an opportunity to acquire necessary knowledge and skills to teach Aviation English. Key words: introductory teacher training; Aviation English teacher; teacher qualification; international requirements; ICAO; educational process; International Civil Aviation Organization; pilot; ATC; air traffic control; radio exchange.

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Hahn, Aaron. „Training Teachers“. Language Teacher 37, Nr. 3 (01.05.2013): 19. http://dx.doi.org/10.37546/jalttlt37.3-3.

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Over the last several decades, the Japanese government, through the Course of Study guidelines promulgated by the Ministry of Education, Culture, Science and Technology, has directed schools to include more communicative language teaching (CLT) in their English programs. These top‑down directives have met with mixed results. One commonly cited problem is that English teachers are rarely provided with sufficient training in CLT, and thus are unable to implement the new guidelines effectively. However, since other objections also play a role in the rejection of CLT, one question is whether or not increased training increases compliance with the guidelines. This paper examines two local contexts to determine the role that proper training can play. Specifically, it considers informal training provided at a public high school by an Assistant Language Teacher, along with training conducted by a Board of Education to prepare elementary school teachers to begin teaching foreign language classes. 過去数十年にわたり、政府は文部科学省が公布する学習指導要領を通して、英語教育にコミュニカティブ・ランゲージ・ティーチング(CLT)をより多く導入するよう教育機関に指導してきた。このようなトップダウン指導は多様な結果を導いた。一般的によくあげられる問題として、英語講師は十分なCLT研修をほとんど受けていないので、新たな学習指導要領を効果的に活用できないと論じられる。しかし、CLTに対する異議はそれだけはなく、果たして研修が増えれば講師の学習指導要領の実践につながるかどうかが論点となる。本論では、公立高校においてALTが行う非公式の研修と、小学校教師が外国語のクラスで生徒に教えるための準備として教育委員会が実施する研修という2つの状況を通して、適した研修が果たす役割を考察する。

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Thi Hong Nhung, Pham. „General English Proficiency or English for Teaching? The Preferences of In-service Teachers“. RELC Journal 49, Nr. 3 (28.03.2017): 339–52. http://dx.doi.org/10.1177/0033688217691446.

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At the implementation level of the national project ‘ Teaching and Learning Foreign Language in the Public-Sector Educational System for the 2008–2020 Period’, the Vietnamese Ministry of Education and Training (MOET) provided large-scale general English proficiency training for key English teachers and classroom English training for a pilot group of teachers. This research explores in-service teachers’ perceptions of the usefulness of the training and of the changes which occurred in their classrooms as a result of the training. The findings have shown that although in-service teachers across different levels of proficiency appreciate both sets of training, they found classroom English training more relevant and practical to their teaching context. The results of the study also suggest that in contexts with insufficient numbers of qualified foreign language teachers, high proficiency standards for teachers compared with their current level of proficiency, and limited support for in-service teachers to achieve and maintain the required proficiency, classroom English training can be considered as a strategic choice and hence, should be prioritized.

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IRKHINA, Yuliana, Kateryna MULYK, Olga ALEKSEEVA, Kateryna SKYBA, Iryna POSTOLENKO und Svitlana AMELINA. „Active Forms of Training Future English Language Teachers“. Revista Romaneasca pentru Educatie Multidimensionala 12, Nr. 3 (21.09.2020): 182–99. http://dx.doi.org/10.18662/rrem/12.3/316.

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Newfield, Denise. „Media education in the training of English teachers“. Critical Arts 8, Nr. 1-2 (Januar 1994): 42–55. http://dx.doi.org/10.1080/02560049485310051.

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Agoestyowati, Redjeki. „Online Teachers Training: Increasing Elementary School Teachers’ Ability in Daily Speaking English for Bilingual“. JIRA: Jurnal Inovasi dan Riset Akademik 2, Nr. 8 (29.08.2021): 1315–21. http://dx.doi.org/10.47387/jira.v2i8.217.

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Bilingual class (Indonesian and English) for some lessons must be done in Islamic Elementary School of Al Azhar 17 Bintaro. Therefore, English Training for teacher was conducted. This program was a challenge for all teachers of SD Al Azhar 17 Bintaro to improve their competence in teaching by using two languages and to improve the ability of using English for daily communication with students. The aims of the training was to prepare the implementation of bilingual classes that was done 10 meetings and each meeting was done 4 hours. English Teacher Training Program include: games and icebreaking, group and class discussions, role-play, sharing session, microteaching (presentation), and feedback evaluation. Participants were always enthusiastic in doing all activities. Feedback from other participants was very good. At the end of the training, there was an increase in the competence of all participants in using English expressions for teaching purposes. They seem more confident and communicate more fluently in English. The school hopes that the bilingual training program in schools will continue to be a success.

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Teixeira de Araújo, Naftali. „Technology in English Teaching: School Infrastructure and Technological Training of English Teachers“. Journal of Modern Education Review 10, Nr. 3 (20.03.2020): 145–51. http://dx.doi.org/10.15341/jmer(2155-7993)/03.10.2020/002.

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Call, Mary Emily, und Adrian Doff. „Teach English: A Training Course for Teachers, Trainer's Handbook“. Modern Language Journal 73, Nr. 3 (1989): 343. http://dx.doi.org/10.2307/327008.

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Demirbulak, Dilara. „Training English language student teachers to become teacher- researchers“. Procedia - Social and Behavioral Sciences 30 (2011): 491–96. http://dx.doi.org/10.1016/j.sbspro.2011.10.096.

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BURLAKOVA, MARIYA VYACHESLAVOVNA, und TATYANA VYACHESLAVOVNA BURLAKOVA. „TRAINING PROSPECTIVE ENGLISH LANGUAGE TEACHERS: THE PRINCIPLE OF INDIVIDUALIZATION“. V mire nauchnykh otkrytiy, Nr. 9 (28.11.2014): 70. http://dx.doi.org/10.12731/wsd-2014-9-5.

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Alghamdy, Rashed Zannan. „Pre-Service English Teachers' Perceptions, Obstacles and Experiences When Teaching English in the EFL Context“. Asian Social Science 14, Nr. 8 (27.07.2018): 102. http://dx.doi.org/10.5539/ass.v14n8p102.

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This article has identified the opinions, perceptions obstacles and experiences of the EFL pre-service English teacher who participated in a training program in EFL context. In this study, only qualitative data was gathered. The participants in this study were 7 pre-service English teachers aged 23-28 years, from seven boys’ schools in Al-Baha city in Saudi Arabia. The researcher interviewed them at the end of the semester of the training program. The findings of this study were that some EFL pre-service English teachers felt that the training program enabled them to increase their confidence and social skills, enabling them to gain more experiences.However, there were many disadvantages, barriers and obstacles to practicing pre-service teaching in the training program. These included: some EFL students were naughty and they caused problems in the classroom, the EFL students’ English level was very weak such that they could not communicate in the language and even they also could not understand the teacher’s instructions. Being in the training program, and studying at the college at the same time was very challenging for the pre-service English teachers. Also, some their main teachers were not willing to guide them. They were also often shy and embarrassed before the students. There were claims that the preparation book was difficult for most pre-service teachers to prepare. Most complained that they lacked the resources they required to prepare for their lessons.

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Handayani, Dini. „IMPROVING EFL NON-ENGLISH TEACHERS IN TEACHER TALK ABILITY THROUGH TEACHERS’ TRAINING AT SD TUNAS GLOBAL“. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, Nr. 1 (30.06.2021): 69–74. http://dx.doi.org/10.21009/ijlecr.071.06.

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Foreign curriculum in Indonesia schools become more in demand. The schools facilitate the teachers with the students’ book written in English. The teachers must be able to deliver the lesson into the correct English that is specifically made and used in the classroom. Not all the teachers know that English for teaching is different from daily English. Since SD Tunas Global combined the new curriculum from the Cambridge in the education year 2020-2021 with the goverment curriculum, the needs of using English inside and outside the classroom is a must. Phenomena which were often appeared from the observation were teachers often used mother-tongue language; Bahasa Indonesia and they tend to directly translate Bahasa Indonesia into English without knowing whether the language was proper English to use in teaching. Techer talk is the sentences and expressions that can be used both inside and outside classroom. The data were taken from the interview, observation and the result from the test. This research employed qualitative and quantative method.

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Habibah, Nur. „Training Senior High School English Teachers in Developing Listening Assessment“. IJET (Indonesian Journal of English Teaching) 6, Nr. 2 (19.12.2017): 156–66. http://dx.doi.org/10.15642/ijet2.2017.6.2.156-166.

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The ceaseless assessment ignorance, ineffective practices, even indisposition to assess listening skills among English teachers are prevalent due to the complexity of providing spoken texts, the impractical implementation, not to mention the little concern regarding teachers’ assessment development. One possible way to address the problem is to improve teachers’ knowledge and skills as well as encourage them to develop listening assessment through a more specific, practical and comprehensive assessment teacher training. The present study tries to train nine English fellow teachers of Senior High Schools of Amanatul Ummah in Mojokerto and Surabaya. The training focuses on the knowledge of basic concept of assessment, principles of designing a good assessment, basic types of listening assessment, tips in selecting authentic materials and the skills involving the trainee teachers’ practices in developing listening assessment. Data were collected through pre and post-tests, pre-lesson notes, worksheets, reflective journal entries, and pre and post-projects. The finding shed light on the teachers’ changes in knowledge, skills, and disposition to develop listening assessment during the process and afterwards.

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Nesterenko, Natalia. „PRIMARY CORRECTION OF ENGLISH PRONUNCIATION IN AN ENGLISH TEACHERS' TRAINING HIGHER EDUCATIONAL INSTITUTION“. PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, Nr. 35 (2019): 60–67. http://dx.doi.org/10.17721/2663-6530.2019.35.05.

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Due to the significant growth of the role of English in the modern world, the need to improve the pronunciation of English is becoming urgent, which has not been given enough attention to for a long time. All language lessons of the first semester of the first year of specialized education are currently devoted to grammar and conversational topics, without taking into account the need for correction of an existing pronunciation acquired in school. The article proposes some changes to the first-year program, without which the problem of correcting English pronunciation will remain unbearable. The first acquaintance with the language takes place at the phonetic level, therefore one of the main tasks for the teacher is the formation of the student's skills of correct pronunciation. The pronunciation is a kind of "business card", which is primarily paid attention to when communicating, this is the purity and correctness of speech. Without paying due attention from the start, the articulation organs get accustomed to the wrong pronunciation. Later it is problematic to correct errors and improve the pronunciation, and speaking as a whole will remain non-English. In addition, instruction in pronunciation is an obligatory element of linguistic education, since without it it is impossible to master all types of speech activity in a foreign language. In English, pronunciation plays one of the most important roles, but unfortunately the correct English pronunciation is rarely encountered even among university teachers, many of whom prefer other aspects - for example, grammar or translation. The task of mastering the correct pronunciation is so complex and multifaceted that even after learning the main issues, one cannot assume that mastering pronunciation is the goal achieved. In order to achieve success, all the training time of the first half of the first semester should be devoted only to the mastery of English sounds, with the restriction of the "Speech" mode, which at this stage does not allow speaking English until the final stage of mastering the corrected pronunciation is reached and to a score from the phonetic correction course.

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Díaz Monsalve, Ana Elsy. „Holistic Training: Teachers ́ views of pedagogy“. Colombian Applied Linguistics Journal 12, Nr. 1 (11.04.2011): 7. http://dx.doi.org/10.14483/22487085.89.

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This article reports the results of a qualitative investigation. It explored the representations on the concept Holistic Training that EFL teachers have in Medellin’s public, primary schools. This work had the collaboration of 19 teachers, holding a B.Ed or a specialization in English. They answered a questionnaire and an in-depth interview. The interpretation of this information revealed that the representations of these teachersabout the Holistic Training have two different dimensions: instrumental and transcendental. Both are structured around student’s personality, motivation, their communicative competence and socio-cultural context.

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Poon, Franky Kai-Cheung. „Hong Kong English, China English and World English“. English Today 22, Nr. 2 (April 2006): 23–28. http://dx.doi.org/10.1017/s0266078406002045.

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Some reflections of a practising non-native speaking English teacher. Ten years ago, in a job interview for a teaching post in a government school, The writer was asked: ‘Do you think the government should recruit more native English-speaking teachers so as to boost the English standard of Hong Kong students?’ My answer took the interviewers by surprise: ‘No, I think the money should be spent on training local teachers who are more able to understand the needs of students learning English as a second or foreign language. I believe good English doesn’t necessarily mean British or American English. If we see English as an international language, anyone capable of using it as an effective communication tool can potentially be a good English teacher.’ I got the job, but there are still a few questions in my mind.

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Ng, Hui Yin, und Mohamad Zohir Ahmad. „Secondary School English Teachers’ Knowledge and Practice on CEFR-Aligned English Curriculum“. Asia Pacific Journal of Educators and Education 36, Nr. 1 (25.08.2021): 75–91. http://dx.doi.org/10.21315/apjee2021.36.1.5.

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The Ministry of Education aligned the national English curriculum with the Common European Framework of Reference for Languages (CEFR) to increase the quality and standard of English Language. The success in implementing this educational reform is highly dependent on teachers. Teachers need to have sufficient knowledge in the incorporation of CEFR in their teaching to develop the ability of students to meet targeted CFER levels of English proficiency. The purpose of this study is to identify the teachers’ level of knowledge and practice on CEFR-aligned English curriculum. A total of 148 teachers who teach Form 1 and Form 2 English from the secondary schools in Pulau Pinang were involved in this study. The instrument of this study was a closed-ended questionnaire adapted from Kır (2011) and Ngo (2017). The data were analysed using descriptive and inferential statistics. Inferential analysis was conducted using Pearson correlation and Analysis of Variance (ANOVA) test. The findings showed that the level of knowledge (M = 3.49, SD = 0.58) and practice of teachers (M = 3.50, SD = 0.55) on CEFR-aligned English curriculum were moderate. Also, there was a strong relationship between teachers’ knowledge and practice on CEFR-aligned English curriculum. There was a significant difference existed in the level of knowledge and practice on CEFR-aligned English curriculum based on demographic factor namely the type of training received by teachers on CEFR. The findings of this study implied that the training and workshops ought to be conducted frequently as a support for teachers towards the implementation.

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Kholod, Iryna. „THE DIAGNOSIS OF TEACHERS’ POSTGRADUATE EDUCATION QUALITY“. Problems of Modern Teacher Training, Nr. 1(23) (29.04.2021): 139–47. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232967.

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The article dwells on the problem of the quality of postgraduate pedagogical education through training courses. It presents the results of diagnostics of the quality of professional competence development, revealed by questioning the participants of advanced training courses of the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. To identify the level of organization and teaching of online training courses, as well as to determine the difficulties that arose in their learning process, we conducted a survey of participants. Based on the analysis of the results of the survey, we made some proposals that participants consider a priority for their professional development.The article demonstrates the experience of the Faculty of Foreign Languages in organizing postgraduate training courses. The program of the advanced training course for English teachers at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University concerns current Standards in the subject “The methods of teaching English”. The new program recommends implementing interactive teaching approaches and technologies, creative tasks, case studies, projects into the training courses. The main components of a teacher’s professional activity are aware of the needs of learners, planning and organizing lessons, assessing the level of communicative competencies, as well as the mastering of English, methods of teaching, managing their professional development. We discussed the conditions and forms of training, content materials, some specific difficulties in organizing training courses. Keywords: postgraduate pedagogical education, training courses, quality assessment, questionnaires, methodological competence, digital competence, location of training courses, modern methods of teaching English, online courses.

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Xiong, Ziwei. „The Impact of Teacher Education on In-service English Teachers’ Beliefs about Self“. Journal of Language Teaching and Research 7, Nr. 3 (01.05.2016): 519. http://dx.doi.org/10.17507/jltr.0703.12.

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This was a qualitative study carried out in the context of 2013 National Teacher Training Program for Junior High School English Teachers in Chongqing China, intending to reveal the impact of the program on four in-service English teachers’ beliefs about self (i. e., about English teachers). Rich data were collected throughout the process of training which lasted for 100 days, including semi-structured interviews, teachers’ class analysis reports, professional development plans, periodic summaries and so on. The findings were interpreted with the help of the classification framework of teacher belief change proposed by Cabaroglu and Roberts, which showed that the impact of the program on these four in-service English teachers’ beliefs about English teachers’ roles, excellent English teachers and English teachers’ professional development was considerable, however, the degree, the nature and the sources of the impact varied across individual teachers.

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Suharyadi, Suharyadi, Gunadi Harry Sulistyo und Sri Rachmajanti. „CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES“. J-ELLiT (Journal of English Language, Literature, and Teaching) 3, Nr. 2 (31.12.2019): 34. http://dx.doi.org/10.17977/um046v3i2p34-44.

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Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses are exerted to analyze the data collected. The findings suggest that a more down-to-earth reflective training as continuous professional development is in compelling need.

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Iddrisu, Issah, Aigul Islamjanova, Ace Bombaes und Dinara Bekbauova. „Barriers to the Hiring of English Teachers in English Training Schools in Hefei City, China“. Journal of Social Science Studies 4, Nr. 2 (15.02.2017): 20. http://dx.doi.org/10.5296/jsss.v4i2.10573.

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English teaching and learning has become an integral part of the Chinese educational system. Due to the opening up policy of the Chinese government to the rest of the world, the need to reform in line with the changing demands of the time became necessary. This therefore led to the influx of potential foreign English teachers in to the country due to the demand for foreign English teachers. The study therefore explores the factors influencing the hiring decisions of potential foreign English teachers in Hefei. Questionnaire was used to elicit information from respondents with the help of SPSS as the analysing tool. Using logistic regression model it made it possible to better understand the impact of the factors that influence hiring decisions. Results indicated that gender and experience were statistically significant. Colour and educational level were not statistically significant but important in the hiring decisions. Nationality of a potential foreign English teacher was not significant and also not important in the hiring decisions. The study concludes that professional recruiters should be put in place during the hiring process. It therefore suggests that competence should be a key factor in the hiring decisions of potential foreign English teachers in order to better learner’s outcomes and to meet the objective of the state.

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JeongDongBin und 김혜정. „A Model of Online Training Programs for Childhood English Teachers“. Studies in English Language & Literature 33, Nr. 3 (August 2007): 257–86. http://dx.doi.org/10.21559/aellk.2007.33.3.014.

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Habibah, Nur. „Training Senior High School English Teachers in Developing Listening Assessment“. IJET (Indonesian Journal of English Teaching) 6, Nr. 2 (19.12.2017): 156. http://dx.doi.org/10.15642/ijet.2017.6.2.156-166.

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Putri, Zaiyana, Marisa Yoestara, Zulfadli A. Aziz und Yunisrina Q. Yusuf. „The Correlation between Professional Development Training and English Teachers’ Competence“. Journal of Physics: Conference Series 1232 (September 2019): 012037. http://dx.doi.org/10.1088/1742-6596/1232/1/012037.

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Syafryadin, Syafryadin, Dian Eka Chandra Wardhana und R. Bunga Febriani. „Digital training for increasing English teachers’ professionalism at junior high school“. Journal of Education and Learning (EduLearn) 15, Nr. 1 (25.08.2020): 27–35. http://dx.doi.org/10.11591/edulearn.v15i1.16937.

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This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.

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Fakhruddin, Zulfah, Usman Usman, Rahmawati Rahmawati und Sulvinajayanti Sulvinajayanti. „Designing English Listening Materials through YouTube Video Editing: Training for English Teachers of Islamic Junior High Schools, Parepare, South Sulawesi“. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, Nr. 2 (14.05.2020): 275. http://dx.doi.org/10.21093/ijeltal.v4i2.475.

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This study was conducted to help English teachers in designing English listening materials in form of audio and textbook through YouTube video editing. 18 English teachers of 10 Islamic junior high schools in Parepare were trained to write English listening materials in form of textbook and to edit video(download ,import, cut, merge, and export video) in form of audio.150 students were observed and tested to evaluate teachers’ products. Training materials consist of: (1) searching and download video through YouTube, (2) editing video that includes import, cut, merge, and export video, and (3) writing worksheet that contains phoneme discrimination dan listening comprehension exercise in form of multiple choice,true false,and completion. Training activities include: (1) explanation, (2) practice, (3) grouping, (4) assignment/design, and (5) evaluation and revision. After following training, teachers’ ability was categorized into good and fair in designing English listening materials. More than 50% teachers were categorized into good in editing video and 72% teachers were categorized into good in writing listening exercise. Students’ English listening learning outcome was categorized into good after learning by using teachers’ products and students have positive attitude in learning English listening skill.

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Bodorík, Michal. „Teaching English pronunciation by non-native teachers as seen by Slovak teachers“. Journal of Language and Cultural Education 5, Nr. 3 (01.09.2017): 157–74. http://dx.doi.org/10.1515/jolace-2017-0034.

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Abstract The English language has become the so called “world wide language” due to the fact that it is used globally in many spheres of everyday life - education, business, labour market, technology, tourism, travel and others. In Slovakia, the educational system supports schools in the acquisition of the language by granting more English classes per week, by financing textbook materials, by bridging teaching practice with research as well as making English a mandatory subject of school leaving exams. One of the crucial components in the English language education of Slovak learners appears to be the pronunciation. This language feature has its specificities and therefore it must be approached carefully. Although many researchers in Slovakia have focused on various aspects of English pronunciation, this article aims at the English teachers and their perception of this important issue. The survey focuses on Slovak teachers’ opinions about teaching English pronunciation to non-native learners, more specifically, about teaching techniques, error corrections, textbook materials and university teacher training.

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Guangcun, Zhao. „An Investigation Report of the Status Quo and Training Demands of Rural Primary English Teachers in North Anhui Province“. English Language Teaching 11, Nr. 12 (06.11.2018): 38. http://dx.doi.org/10.5539/elt.v11n12p38.

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Through questionnaires and statistical analysis, it is found that the status quo and training needs of rural primary English teachers in northern Anhui Province are as follows: (1) Teachers are young, female and hold concurrent posts in English teaching; (2) Most teachers have a strong desire to participate in the training, but fail to do so due to heavy workload of the course, or lack of the opportunity to go out to participate in higher level training; (3) Their ideal trainers are excellent front-line English teachers, and eager to get trained in education concepts, teaching skills and technology, and teaching modes. They are not interested in the study of education theory or academic research; (4) Many teachers lack confidence in their competence and urgently need training in their basic skills. In view of the above results, countermeasures are put forward as follows: to speed up the transformation of teachers’ growth, strengthening teachers’ basic skills of teaching, teaching while conducting scientific research, and combining field training and remote training together.

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Sowell, Jimalee, und Larry Sugisaki. „An Exploration of EFL Teachers’ Experience with Learning Disability Training“. Latin American Journal of Content & Language Integrated Learning 13, Nr. 1 (28.08.2020): 114–34. http://dx.doi.org/10.5294/laclil.2020.13.1.7.

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Approximately ten percent of learners have some sort of learning disability. This means that all English language instructors will encounter students with learning disabilities and could encounter students with learning disabilities in each class. Research has shown that different countries have varying degrees of infrastructure for identifying and accommodating learning disabilities. However, little research on the degree to which English language teachers in English as a Foreign Language (EFL) contexts have received training for learning disabilities has been carried out. This study had three goals: first, to identify whether the participants in the study, all of whom were EFL instructors, had received training for identifying and accommodating students with learning disabilities; second, among the teachers who had received training, to find out specifically the types of training they had received; and finally, to find out whether training had helped these teachers develop competence in assisting students with learning disabilities. The data were collected through a survey of past and current EFL teachers. Overall, the findings revealed that the majority of English language teachers surveyed had little to no training for accommodating learning disabilities, and the majority indicated that they did not feel confident assisting students with learning disabilities. Recommendations from this study include creating greater awareness for identifying and accommodating learning disabilities in EFL contexts among administrators and teachers as well as suggestions for EFL teachers to improve their knowledge of learning disabilities independently.

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Moser, Kelly, Daina Zhu, Ha Nguyen und Emily Williams. „Teaching English Language Learners“. International Journal of Teacher Education and Professional Development 1, Nr. 1 (Januar 2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.

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Oudah, Fatimah, und Sultan Altalhab. „Saudi EFL Teaching Training Programmes: Teachers’ Perceptions and Needs“. Theory and Practice in Language Studies 8, Nr. 11 (01.11.2018): 1407. http://dx.doi.org/10.17507/tpls.0811.04.

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This study explores Saudi EFL teachers’ needs and perceptions towards training programmes in Saudi Arabia. The data were collected using a semi-structured questionnaire from a total of 215 EFL teachers; 10 of these teachers were also interviewed. The main findings revealed that Saudi EFL teachers have a positive attitude and view that training programmes meet their various needs, such as a need for programmes on English teaching aids; assessment and grading strategies concerning learners’ language proficiency; and programmes concerning classroom practices that implement activities to support language acquisition and development. On the other hand, the teachers showed a need for training programmes on teaching English at the primary school level, plus for training programmes with qualified and professional trainers and educators. The study concludes with some implications and recommendations based on the findings.

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Xodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi und Abdurakhmon Norinboev Vokhidovich. „Methodological Support Of Teacher Training In English Language Teacher’s Development“. American Journal of Social Science and Education Innovations 02, Nr. 12 (30.12.2020): 313–17. http://dx.doi.org/10.37547/tajssei/volume02issue12-54.

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Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).

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Rustamovna Sabirova, Diana, und Regina Rafael’yevna Khanipova. „INNOVATIVE APPROACHES TO TEACHING AND LEARNING ENGLISH AS SECOND AND ENGLISH AS FOREIGN LANGUAGE IN MULTILINGUAL EDUCATION“. Humanities & Social Sciences Reviews 7, Nr. 6 (15.11.2019): 45–48. http://dx.doi.org/10.18510/hssr.2019.7610.

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and English as a second language. In our research, we analyze the works by C. Brown, B. B. Kachru, A. Matsuda, J. Peterson, and others. Methodology: In our research, the following methods were used: historical and theoretical analysis of the materials of the American pedagogical and socio-political press; statistical bulletins on the quantity of multilingual school-aged children, statistical bulletins on the quantity and quality of educational programs for training teachers of English as a foreign language in the United States; analysis and synthesis of resources used. Results: The authors hold the idea of the variety of English’s and consider English as an international language. The effectiveness of education depends on the way teachers are trained. In this article, the authors analyze English as a second, English as a foreign language teacher training programs, identify similar and distinctive features of the contents, and demonstrate ways to modernize the system of training teachers of English in the United States. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Innovative approaches to teaching and learning English as Second and English as Foreign Language in Multilingual Education is presented in a comprehensive and complete manner.

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Alzankawi, Maisoun A., und Yousef M. Alenezi. „English Language Teachers’ Perceptions of PAAET’s Professional Development Programs: Implications on Guideline Formulation for Training Programs“. International Education Studies 14, Nr. 9 (28.08.2021): 90. http://dx.doi.org/10.5539/ies.v14n9p90.

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Teachers’ professional development is a life-long and continuous process in which teachers are expected to upgrade their knowledge, master new skills, and change their practices, since advancement in their teaching career has an impact on their students’ achievement and education reform. This study determines the teachers’ assessment of professional development programs at the Public Authority for Applied Education and Training (PAAET) in Kuwait. The study utilized a quantitative research method using a survey questionnaire, which was distributed online to 31 in-service teachers. Results indicated the infrequency of teachers’ development program in the institution. Teachers who had stayed at least nine years had undergone 1 to 3 training programs. Training on soft skills is perceived to be relatively more effective than training on hard skills. Nevertheless, majority of the teachers attended relatively more hard-skills training than soft-skills training programs. Thus, hard-skills training should further be planned to improve effectiveness since more training is provided in these areas.

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Bachore, Mebratu Mulatu. „The Status, Roles and Challenges of Teaching English Language in Ethiopia Context: the case of Selected Primary and Secondary Schools in Hawassa University Technology Village Area“. International Journal of Sociology of Education 4, Nr. 2 (25.06.2015): 182. http://dx.doi.org/10.17583/rise.2015.1515.

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<p>The main objectives of the study was to determine the status, roles and challenges of teaching English Language in Ethiopia Context, particularly in Selected Primary and Secondary Schools in Hawassa University Technology Village Area. The participants were English language and natural science teachers, students and school administrators. From Each secondary school, two, ten and two teachers, students and school administrators were selected respectively through random sampling. As a whole, 14 teachers, 46 students and 14 school administrators involved in the study. The research instruments employed to collect data were the questionnaire and interview. According to the results of the study, there were serious English language proficiency problems in the English teachers, students and teachers of other subjects in the area. The problems ranged from their ability of English language to their view which they were sharing to their students regarding the language. Similarly, results showed that teachers of other subjects ignore the language needs of students in content courses whenever they want to rush to cover the syllabus. When the root of the problems was discovered, there are various contributing factors such as poor capacity building activities, unavailability of opportunities to use the language except the English class. Hence, English language and other subject teachers should understand the learners’ need of English language and the challenges the face, and employ different techniques and strategies to alleviate the problems.</p>

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Zasluzhena, Alla. „The Concept of English Philologists’ Training at Swiss Universities“. Comparative Professional Pedagogy 6, Nr. 2 (01.06.2016): 88–95. http://dx.doi.org/10.1515/rpp-2016-0024.

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Abstract The issue of plurilingual approach usage to the study of foreign languages has been made actual on case study of Swiss universities. Basic concepts of English philologists’ formation at Swiss universities have been determined. These components have been analyzed with relation to their relevance to the prospective philologist in English Linguistics and Literature. The attention has been focused on the effectiveness of Swisss higher education up to the indicator “skills” (Global Information Technological Report 2014, Networked Readinnes Index, NRI) according to the World Economic Forum on the development of information technologies in different countries. The emphasis has been made on mutual interaction between sectors of secondary and higher education, that contributes to the quality improvement of education in the country. Some steps in the process of modernization in primary and secondary education have been indicated, such as the usage of the Swiss version of the European Language Portfolio; development of “Profession-related Language Competence Profile for Foreign Language Teachers at Lower Secondary Schools”, “The Passepartout Language Teacher Profile”. Attention is paid to the following changes of teachers’ training: its belonging to tertiary study; mandatory practice-teach for English teachers in English-speaking countries, the required level of command of English language as admission to study in Bachelor and Master programs; capability to work in other linguistic regions, which in turn causes the requirements on quality assurance of particular region language proficiency according to the CEFR (Common European Framework of Reference for Languages).

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Ahmad, Shabir, Iffat Ara Hussain und Akhtar Ali. „The Role of British Council in Training the Primary School Teachers in English as Medium of Instruction in Khyber Pakhtunkhwa, Pakistan“. International Journal of Theory and Application in Elementary and Secondary School Education 2, Nr. 2 (31.10.2020): 52–63. http://dx.doi.org/10.31098/ijtaese.v2i2.165.

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The present study would explore the changes the training program brings in Primary School Teachers in Khyber Pukhtunkhawa. The objective of the study was to explore the changes the training program brought in Primary school teachers. The primary school teachers who successfully completed grade III training English as Medium of Instruction in Khyber Pukhtunkhawa were the population of the study. The study was delimited to male primary school teachers of the three districts namely Mardan, Peshawar and Swabi of Khyber Pakhtunkhwa. The target population was 1947 male primary school teachers from which a sample of 330 primary school teachers was selected. The data was collected through a self-developed questionnaire of five Likert scale and fed into the SPSS Version 16 and analyzed through percentage and chi-square. The results of the study illustrated that after the training the primary school teachers were able to use English as Medium of Instruction. The study recommended that such trainings should be arranged for teachers to improve their skills of using English as Medium of Instruction

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Juan, Wang. „Research on English Teachers’ Training of Primary and Secondary School in Villages-Based on the National Training Program“. IRA International Journal of Education and Multidisciplinary Studies 17, Nr. 1 (27.01.2021): 1. http://dx.doi.org/10.21013/jems.v17.n1.p1.

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The aim of the “National Training Program for Primary and Secondary School Teachers” is to promote the balanced development of compulsory education and the reform of basic education. But according to the training status of our school, I find that there are lots of significant problems directly influencing training targets during the implementation of the program. Therefore, in my opinion, to put this program into effect better and actualize the pragmaticality of teachers' training, we need to improve training modes and enhance the relevance and pragamaticality of the training content. The key solution of this program is taking teachers' training as a continuous and organic procession. Only through this way can we gradually enhance the comprehensive qualities of in-service teachers.

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Geberew, Tulu Mekonnen. „EFL classroom assessment: Teachers practice and teaching techniques adjustment in Ethiopia“. Educational Research and Reviews 9, Nr. 20 (23.10.2014): 1071–89. http://dx.doi.org/10.5897/err2014.1857.

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Robinette, Robby Lee. „Teachers’ Training Needs for Reading Instruction : Perspectives from Teachers at English Education Centers in China“. Journal of AsiaTEFL 17, Nr. 3 (30.09.2020): 1141–49. http://dx.doi.org/10.18823/asiatefl.2020.17.3.31.1141.

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Sultana, Nasreen. „The effectiveness of the ELT component at the B.Ed. programme in Bangladesh: A critical perspective“. Stamford Journal of English 6 (22.02.2013): 261–84. http://dx.doi.org/10.3329/sje.v6i0.13918.

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The study determines the level of effectiveness of the English course at the B.Ed. programme in Bangladesh in developing professionalism of the prospective English language teachers. Recently, English language teaching has gained momentum because of its local as well as global instrumental use. But, Bangladesh is still facing an acute shortage of skilled English language teachers. Hence, the study investigates the existing structure and the scope of English Language Teaching (ELT) in the teacher training programme of Bangladesh. For this purpose, data has been collected both from trained English language teachers and pre-service trainees to find out the level of success of the ELT course at the B.Ed. programme in Bangladesh. Hence, the study investigates the scope of English language teaching and teacher training with reference to the training institutions in Dhaka, Mymensingh and Comilla. Stamford Journal of English; Volume 6; Page 261-284 DOI: http://dx.doi.org/10.3329/sje.v6i0.13918

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Turakulova, Zamirakhon Alimdjanovna, und Azimjon Ilhomovich Ahmedov. „Training Modern Teacher – Personnels Is The Main Factor In Our Development“. American Journal of Social Science and Education Innovations 03, Nr. 04 (30.04.2021): 317–21. http://dx.doi.org/10.37547/tajssei/volume03issue04-47.

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In this article has been analyzed the process modern teaching profession ant its important factors which increasing English teachers in high education system. Besides, full important information given in our education in the research. This article also dwells widely and comprehensively on modern English teachers’ abilities and their effectiveness in our development.

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Ahmad, Shabir, Roohul Amin und Abdur Rashid. „The Effects of British Council Training Program English as Medium of Instruction on Primary School Teachers in Khyber Pakhtunkhwa, Pakistan“. Global Social Sciences Review IV, Nr. IV (30.12.2019): 374–81. http://dx.doi.org/10.31703/gssr.2019(iv-iv).48.

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The present study would lead to know the effects of British Council training program on the primary school teachers in Khyber Pukhtunkhawa. The objective of the study was to know the effects of the training program on the primary school teachers. The primary school teachers, who successfully completed grade III training English as Medium of Instruction in Khyber Pukhtunkhawa, were the population of the study. The study was delimited to male primary school teachers of the three districts namely Mardan, Peshawar and Swabi. The target population was 1947 male primary school teachers, of whom 330 was selected. The data was collected through questionnaire and analyzed through percentage and chi-square. The results of the study that the primary school teachers were able to use English as Medium of Instruction. The study recommended that such trainings should be arranged for teachers to improve their skills of using English as Medium of Instruction.

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Diehm, Emily A., und Alison Eisel Hendricks. „Teachers' Content Knowledge and Pedagogical Beliefs Regarding the Use of African American English“. Language, Speech, and Hearing Services in Schools 52, Nr. 1 (18.01.2021): 100–117. http://dx.doi.org/10.1044/2020_lshss-19-00101.

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Purpose In order to provide appropriate and effective assessment and instructional activities, teachers are encouraged to develop their cultural competency. Although speech-language pathologists (SLPs) receive training on the linguistic features of nonmainstream dialects of English, such as African American English (AAE), less is known about teachers' training, beliefs, and pedagogical knowledge surrounding this topic. Method Using stratified random sampling by county population, we invited educators within selected Ohio school districts to complete an online survey ( n = 17,548). The survey probed teachers' pre- and postservice training, beliefs, and knowledge of linguistic features and terminology relating to AAE. A total of 571 teachers completed at least 50% of the survey items (3.66% response rate). Results Few teachers report receiving training on AAE and demonstrated a limited grasp of linguistic terms commonly found in AAE literature; however, many teachers reported feeling confident in their abilities to identify features of AAE in written language tasks. In terms of school culture, teachers reported that they believed AAE to be more appropriate outside (rather than inside) the classroom, and only one third of teachers received resources to enhance their knowledge of the cultural and linguistic features of AAE. Conclusions Results suggest that teachers may benefit from increased access to training and materials to further develop their cultural competence. Given SLPs' familiarity with cultural and linguistic variability, SLPs may work to support teachers' cultural competence and encourage culturally appropriate assessment and intervention practices. Additional research is needed to determine how teachers' skills in these areas predict effectiveness/teaching ability and which factors are most important in the provision of culturally relevant instruction.

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