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Dissertations / Theses on the topic 'English teachers – Training of – Ethiopia'

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Published: 27 June 2021

Last updated: 11 February 2022

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1

Koc, Serdar Engin. "English Language Teachers." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.

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The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo
Certificate for Teaching English&rdquo
(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo
perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.

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2

Eret, Esra. "Prospective English Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609632/index.pdf.

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ABSTRACT PROSPECTIVE ENGLISH TEACHERS&rsquo
VIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF THEIR DEPARTMENTS ERET, Esra M.S., Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Ahmet OK June 2008, 137 Pages The purpose of the present study is to investigate the prospective English teachers&rsquo
views on the physical environment, human resources, and program of their departments. Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire, developed by the researcher and subjected to factor and reliability analysis, was used for data collection. Data were collected from all fourth year prospective teachers. Statistical program, SPSS, was utilized to carry out the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that the prospective English teachers agreed on the views that the instructors in their departments were qualified and competent
the physical environment as regards to meeting their basic needs, such as heating and safety, was satisfying
and the program and courses were generally adequate. On the other hand, from the students&rsquo
viewpoints, the institutions had common problems on the three dimensions, especially on the physical environment and resources. The students disagreed on the presence of language laboratory, the existence of social areas, guidance provided by the instructors, and the administration&rsquo
s support and attitude to the preparation of prospective English teachers. In conclusion, the results of this study can contribute to efforts on displaying the current status of the departments and evaluating the quality of the English language teacher education.

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3

Ma, Tian-min Maggie. "Teacher education curriculum and social transition : English teacher training in Shanghai /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20136705.

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4

Wallis, Leonard James Michael. "Teachers of English as a foreign language : male native English speakers in Saudi Arabia." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273531.

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5

Karakaya, Kadir. "An Investigation Of English Language Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612234/index.pdf.

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This study aimed at investigating the attitudes of English language teachers in Turkey toward computer technology and the extent to which they use technology in language instruction. The data were collected from a sample of English teachers working at public schools all throughout Turkey. In order to ensure triangulation and complementarity, mixed methods research was used combining both quantitative and qualitative research methods. A questionnaire and semi-structured, face-to-face interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted so as to analyze the data. The results of the data analysis yielded positive findings regarding English teachers

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6

Thomas, Keith Robert. "Men training to be secondary English teachers : a case study." Thesis, University of Hertfordshire, 2006. http://hdl.handle.net/2299/14315.

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This is a case study of seven men training to be secondary English teachers on a one year Postgraduate Certificate of Education (PGCE) in a. university department of education. Men training to be English teachers are worthy of investigation because men are in a minority both on PGCE secondary English courses and in English departments in schools in England. As more women than men teach English in secondary schools, initial training takes place in predominantly female English departments and school mentors are more likely to be female. Within this statistical context, this qualitative study attempts to understand what happens to a group of men during their initial training as they enter part of the education profession that is predominantly female. Men's socialisation and processes of adaptation have been widely researched in the predominantly female areas of early years and primary education, but have been hitherto overlooked in the secondary sector, in spite of the perception of the feminisation of the subject of English. In the study, female mentors are shown to possess gendered stereotypical expectations of male trainees regarding their ability to work hard, organise paperwork, plan effectively and exert forceful power. With limited access to other male English teachers, the male trainees resist the classroom management strategies they observe, preferring to be `comfortable', `laid back' and `jokey'. They develop more gentle teaching styles and personae that they see as appropriate for male teachers working with teenagers. Their relationship with the subject of English also shifts as they reject the new emphasis on functional literacy and embrace the literature components of the English curriculum, which are more familiar to them. Their experience of training forces the men to reconsider their masculinities and to renegotiate relationships with colleagues, pupils and the subject of English. The analysis of the interrelationship between the three areas of masculinities, initial teacher development and the subject of English reveals deeper knowledge of each. Within the richness of the findings, the interconnections between the three areas are explored and a unique body of knowledge about male English teachers during their training is revealed.

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7

Straker, N. "The shortage of mathematics teachers in English secondary schools." Thesis, University of Newcastle Upon Tyne, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373489.

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8

Crew, Vernon. "English language proficiency and attitudes towards the English language of Hong Kong Chinese student teachers." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241202.

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9

Maciel, Carla Maria Ataíde Hawkins Bruce Wayne Kalter Susan. "Bantu oral narratives in the training of EFL teachers in Mozambique." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390280981&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202917314&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on February 13, 2008. Dissertation Committee: Bruce Hawkins, Susan Kalter (co-chairs), Kristin Dykstra. Includes bibliographical references (leaves 258-275) and abstract. Also available in print.

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10

McGowan, Jessica E. "Training and resource guide for beginning teachers of TESOL." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/452.

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11

Davies, Christopher. "Ideologies of the subject and the professional training of English teachers." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386452.

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12

Abushina, Abdelnaser. "Quality and professional training for English teachers in a Libyan university." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/18715/.

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This study explores the implementation of a pedagogy of active learning in an English Department in a university in Libya. The current (2017) social and political situation in Libya reflects an environment in which authority and traditional relations of power are changing. This study traces the fortunes of a pedagogical intervention that endows both teachers and students with increased authority over, and ownership of, the processes of learning. For many years, top-down attempts to improve higher education in Libya have failed but this study introduces a bottom-up change in pedagogy introduced by the researcher, teachers and students. Thus, this pedagogical project pursued in the classroom, links to and reflects changes in the wider and traditional order of Libyan society. The shortage of English-language and technical skills in the labour market reflects continued historical failure at tertiary education levels. Four decades of highly centralized decision-making have failed to implement top down educational reform and raise the standard of English teaching. This study investigates if a bottom-up classroom intervention by prepared and committed teachers is a more productive strategy for raising educational standards. This study examines the standard of English teaching at a Libyan University and identifies weaknesses in the quality of teaching. Findings from phase one reveal teachers are over-reliant on traditional lectures as a mode of delivery and their focus is on transmitting knowledge rather than promoting student engagement through active learning. Therefore, phase two – feasibility study – introduces a new mechanism of interactive teaching methods based on active learning. Six teachers are trained to have a different pedagogy in their approach to students; that is nurturing active learning. This study investigates how six teachers understand how learners learn a second language and investigates their capacity to deliver a pedagogy of active learning which encourages learners to take greater responsibility for their own learning by means of interviews, observations and video analysis. Evidence obtained from video analysis shows that student engagement and participation increased. They asked more questions, shared more ideas with their peers, and appeared more confident in their learning. In addition, some teachers had greater awareness of the application of some interactive teaching methods, and offered more opportunities for student centred interactions.

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13

Choe, Hohsung. "Negotiation of status of Korean nonnative-English-speaking teachers." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3183507.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2005.
Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2868. Adviser: Sharon L. Pugh. Title from dissertation home page (viewed Oct. 9, 2006).

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14

Jones, Theo. "Multiculturalism and teacher training in Montreal English universities." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59877.

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The contemporary discussion on the topic of multicultural education in the Canadian literature relates questions of race, ethnicity or culture to public schooling, with little attention given to the area of teacher preparation. In this study we review the political and social background of multicultural education. This study notably presents the results of a 42 item survey of pre-service teachers' perceptions of: (a) the concept of multiculturalism and; (b) the adequacy of their training for multicultural classrooms.
The pre-service teachers also examine their curriculum for multicultural content. This is followed up by a content analysis of the respective programs by the researcher.
The implications of this exploratory study are especially valuable for teacher training institutions. As multiculturalism is a fact of Canadian society, it is logical to educate our future citizens in accordance with this reality. Institutions are failing to prepare teachers for today's society if they are not providing courses in multicultural education.

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15

Chakravarthy, Gitu. "The preparation of English language teachers in Malaysia : a video-based approach." Thesis, Bangor University, 1993. https://research.bangor.ac.uk/portal/en/theses/the-preparation-of-english-language-teachers-in-malaysia--a-videobased-approach(7a3dc1c6-696c-4f5d-af35-b7059df803d5).html.

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16

Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.

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The English language occupied a specially important status in the increasing development of science, technology, culture and international relations in Vietnam, which has resulted in a growing demand for English Language Teaching (ELT) all over the country. The Hanoi Foreign Languages Teachers' Training College in general and its Department of English in particular plays a very important role in this by producing as many teachers of English as possible for high schools as well as for other Colleges and Universities in Vietnam as a whole. Unfortunately, ELT in Vietnam is still far from satisfactory. There exists a common problem of communicative competence in Vietnamese students, even in Vietnamese teachers of English. ELT at HFLTTC is taken to illustrate the fact that even after five years' training, graduates remain deficient in the ability of language use as well as understanding its use in normal communication. This being the case, how can they carry out effectively the teaching of English to high school pupils or students at other institutions? In this situation, we need to take a serious look at ELT in the Department of English at the HFLTTC so as to suggest suitable materials and methods which will enable the Institution to function more effectively. This project makes an exploratory study of the problem. To provide a context for the study, the background to ELT in the Department of English is reviewed. This is followed by a detailed description of different approaches used in ELT with the reference to the actual activities of teaching and learning in the Department of English. A special emphasis is placed on the difference between conventional approaches and the currently influential one - The Functional- Notional-Approach to language teaching and learning. The basic notions of this approach will be covered and also different categories of functions and categories of situations which the students of English often encounter in using English. Different techniques of teaching functional spoken English will be suggested with an aim to improving the teaching of spoken English in the above-mentioned setting. It is hoped that this project may become a contribution to solving some of the existing problems of inadequate communicative competence of Vietnamese students of English and to teaching and learning English with effective communication skills in the Department of English at the HFLTTC.

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17

Castaños, Joseline. "Understanding Attrition Among English as a Foreign Language Teachers in Online Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2143.

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Attrition among students in online courses worldwide is well-documented at the undergraduate, graduate, and post-graduate levels. However, little is yet known about the reason for attrition among in-service teachers in online training. Online education aims to provide access to education for the masses, but with higher attrition rates, it may be viewed as less effective than traditional education. This study explored factors that influenced attrition and persistence among teachers of English as a Foreign Language (EFL) in an online teacher training environment. Tinto's Community of Inquiry framework and Short, Williams, and Christie's Social Presence Model provided the conceptual framework for this qualitative case study to address the research question. Six participants in Latin America from 4 online courses, selected through criterion and convenience sampling, participated in the study. Data sources included online questionnaires, personal narratives, and a focus group interview. Each data set was analyzed using open coding to identify emerging themes, selective coding for purposes of analysis, and finally axial coding to confirm overarching themes. Findings indicate that social, teacher, and cognitive presence are key to engagement in online learning and persistence, while lack of such presences can demotivate and lead to attrition. Thus, it is important to design online training that fosters all 3 types of presence. Results also included recommendations for designing more engaging online teacher training curricula. This study contributes to positive social change by providing online course designers with a deeper understanding of factors which influence attrition and persistence.

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18

Mitchell, Sandra. "Relationships Among Teachers' Attitudes, Behaviors Toward English Language Learners, Experience, and Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2564.

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Public school teachers must meet the unique needs of English language learners (ELLs) in the general education classroom. There is a need to understand teacher attitudes toward ELLs because attitudes can explain and influence teacher behavior and professional practice. The purpose of this quantitative study was to examine the relationships between attitudes and behavior with years of experience as well as professional development among teachers working with ELLs. Sociocultural, situational learning, and second language acquisition theories provided the theoretical foundation for the study. Data were collected from 286 teachers using the Teacher Attitudes Toward English-as-a-Second-Language Survey. Analyses included descriptive statistics, correlational analysis, independent sample t tests, and Mann-Whitney U test. Results indicated a significant, direct correlation between teachers' years of experience and their attitudes regarding coursework modifications. The independent sample t tests indicated significant differences in a subscale of the variable teaching behavior between participants who had and had not received adequate training. In addition, significant differences in teachers' attitudes existed among those teachers between participants who had and had not received professional development. The study can effect social change at the local site by fostering an increased understanding of how experience and professional development influences teachers' attitudes toward inclusion and behaviors toward ELLs, thereby highlighting the importance of professional development and experience for meeting the needs of ELL students.

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19

Tse, Tso Yuk-wah. "Transfer of training a study of the effectiveness of a component in the ILE refresher course for primary teachers of English /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38625969.

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20

Kropid, Wendy. "The construction and use of two preservice English teachers' personal content belief archives." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289057.

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Two preservice English teachers' theories of the content regarding English and its teaching were elicited through several interactive interview tasks. Belief exploration tasks (concept mapping, text and topic sorting sentence completions, lesson plans, and writing the personal theory of the content) encouraged the participants to express and share their personal theories about English teaching. Pedagogical interpretation tasks (analyses of their own teaching experiences, reflections on cases of other English teachers, responses to pictures of teachers, and hypothetical situations) encouraged the participants to contemplate and rationalize their own and others' teaching decisions. The completed written tasks, additional lesson plans, and interview transcripts of task discussions were compiled in each participant's personal content belief archive. Both participants' archives were analyzed to compare the content and the manner of their responses to each task. The participants related personal experiences, lesson ideas, comments about students, and beliefs about English and teaching. The participants hesitated or requested clarifications during some tasks but confidently completed others. Besides content and confidence, differences in rate of speech and tone indicated the very personal nature of these beliefs. Each participant also reviewed and analyzed her own archive at various points, supporting, clarifying, and exemplifying the conclusions reached by the researcher. Each participant's archive was further analyzed to identify trends in personal theories. A comparison between participants suggested both held personal theories about the role of the teacher, the specific English content and skills students should be taught, the usefulness of these skills, and the means each used to continue learning about English and its teaching. Ultimately, the participants referenced their theories of the content and their attempts to enact them as they discussed their student teaching. Implications included the increased reflection by the participants after completing the tasks and analyzing their archives, and the depth and variety of information about preservice teachers' practical knowledge gathered through the study tasks. Thus, the study added to what is currently known about preservice teachers' knowledge and their ability to articulate and reflect on their knowledge as they teach and learn.

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21

Aber, John. "Toward reconceptualizing teacher training in composition : an ethnographic account and theoretical appraisal /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691094105.

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22

Ismail, Norasiah Binti Haji. "The mentoring processes of primary ESL student teachers in Malaysia." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341193.

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23

Horner, Chris. "Talkin' proper : the challenges facing students from non-traditional pathways on Initial Teacher Training courses." Thesis, n.p, 2001. http://oro.open.ac.uk/18839.

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24

馬天民 and Tian-min Maggie Ma. "Teacher education curriculum and social transition: English teacher training in Shanghai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960376.

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25

Karatepe, Cigdem. "Teaching pragmalinguistics in teacher training programmes." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367232.

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26

Ortakoyluoglu, (kucukavsar) Hale. "A Comparison Of Professional Qualities Of Two Groups Of Prospective English Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605437/index.pdf.

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The purpose of the study is two-fold. The primary concern is to specify to what degree the senior students of the Department of English Language Teaching (ELT) at Abant izzet Baysal University and those, authorized with a teaching certificate, of the Department of English Language and Literature (ELL) at Erciyes University feel knowledgeable and competent in meeting the international standards that an English Language teacher should have. The secondary concern is to identify to what degree the methodology courses offered by the ELT and Certificate Programs seem adequate to provide the students with those standards in terms of general aims, the contents and the number of methodology courses.In this study, various methods of gathering data were utilized: A two-part questionnaire (i.e., knowledge and performance) were given to the senior students of the two departments, and interviews were conducted with the instructors who teach methodology courses in these programs.The findings related to the first concern of the study revealed that the senior students of the ELT Department felt better prepared than those of the ELL Department in achieving the desired standards. In the &ldquo
Language and Awareness&rdquo
domain of the knowledge and performance parts of the questionnaire, ELT students got the lowest mean scores. Among the five, only in this domain, did the students from the ELL department outrank the students from the ELT department. In other words, the ELL students felt more knowledgeable and competent in many aspects of language and culture than the ELT students. Yet, the t-test results indicated that the difference between the students&rsquo
perceptions of their knowledge and competence in this domain of the two parts of the questionnaire is not statistically significant. In the other domains, &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
of the knowledge and performance parts of the questionnaire, the ELT students seemed to be more satisfied with the input and practice when compared to the ELL students, but the t-test results of both groups indicated that the perceptions showed a statistically significant difference only in &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
domains of the performance part of the questionnaire.The findings related to the second concern of the study indicated that the two programs (i.e., ELT and Certificate) seemed adequate, to a certain degree, in providing prospective English Language teachers with desired standards. However, based on the opinions of students and instructors, it could be concluded that those programs had some deficiencies in terms of the contents and the number of the methodology courses.In the light of the data collected and analyzed, some recommendations are made about the revealed deficiencies in the ELT and Certificate Programs in the last chapter to ensure that the prospective teachers are equipped with the best qualities and standards required to be a professionally qualified English teacher.

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27

Zewdie, Marew. "The teaching of English at the tertiary level in Ethiopia with special reference to ESP : an evaluation of objectives, implementation and learning outcomes." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303107.

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28

Al-Issa, Ali Said Mohammed. "An ideological and discursive analysis of English language teaching in the Sultanate of Oman /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16436.pdf.

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29

Gray, Jeremy. "An investigation into the oral English language proficiency gain of pupils taught by native English-speaking teachers in Hong Kong secondary schools." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3944/.

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Purpose This study examines the extent to which Native English-speaking Teachers (NETs) have an impact on the oral English language proficiency gain of pupils taught in secondary schools in Hong Kong i.e. the so-called 'NET effect'. The principal aim was to determine whether the oral proficiency gain of subjects involved in this study was greater in students taught by NET teachers than it was in students taught by local teachers. Through the examination of Time one and Time two oral assessment data, this study also sets out to investigate the nature and strength of other predictor variables for the outcome variable 'Time two oral assessment'. Through a number of different statistical modelling techniques this study also sought to establish the model that would account for or 'explain' as much variance as possible between the Time one and Time two assessment scores. Procedures A randomised, stratified sample of secondary schools that was representative of the whole population secondary students in Hong Kong who are studying English was generated. From this sample, one thousand four hundred and twenty four students from forms one, three and four were selected and an English language oral proficiency test, specifically developed for this study was administered as a pre and post test. The period of data collection was a two year period, from the beginning of the 1998-1999 academic year to the end of the 1999-2000 academic year. The oral proficiency assessment instrument was designed, and piloted by a small team of trained assessors, and a standardised procedure was established for conducting the assessments. Hong Kong NET and local teachers were trained in the procedures and use of materials and techniques required to administer the assessments in specifically dedicated language assessment workshops. The assessments were then administered by the trained group of teachers who taped all of the interviews to allow monitoring to take place and to provide a data source for a second stage interview analysis (not covered in this thesis).The resulting pre-test and post-test data was then analysed through the use of a number of statistical techniques. In the first instance, a descriptive analysis was conducted in order to satisfy the assumptions on which traditional statistical analysis is based. The data analysis then proceeded with a number of scaling processes and was finally analysed to determine whether or not any significant 'NET effect' had been detected. In addition, the analysis also considered whether any of the other variables could be considered good predictors of the final post-test score. Major Findings Analysis of data produced from the Time one and Time two oral assessments revealed a number of important findings. Students did make significant oral English language proficiency gain as measured by the specially developed instrument. This gain was significant regardless of whether the students' results were analysed by whole sample or by separate year/age group. An analysis of means revealed that on average, the mean scores of students attending EMI schools were significantly higher than those attending CMI schools indicating that the medium of instruction is potentially a strong predictor of the Time two assessment score. In the post test analysis of means, students taught by NETs performed better than those taught by 'both' [NETs and local teachers] and in general, students taught by local teachers also performed better than those taught by 'both'. There was little difference between the scores of students taught by NETs and local teachers. The banding of the schools was also found to be an important predictor variable, with the average scores of students in high band schools significantly higher than their peers in medium and low band schools. Multiple regression analysis also revealed some important findings. When the modelling was conducted on the whole sample, the medium of instruction, the school level and NET teacher were all found to be significant predictor variables although in the case of the latter, the effect was small. When modelled by separate form/age group, similar results were found with Form one and with Form three students and again the medium of instruction, the school level and NET teacher were significant predictor variables although in the case of NET teacher, the effect was again small. The findings of this thesis suggest that in terms of measuring value-added between Time one and Time two, there are indeed strong predictor variables such as medium of instruction, school level and student level. However, in trying to evaluate the contribution of NETs to students' oral English language proficiency gain over a two-year period, there is some evidence of a so-called 'NET effect' although this is rather weak, suggesting that more research is required to investigate this question more thoroughly.

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佐藤, 愛子, and A. SATO. "Report on the Training for "the Program for Japanese Teachers of English in America"." 名古屋大学教育学部附属中・高等学校, 2013. http://hdl.handle.net/2237/19149.

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31

Pang, Yin Mei. "Professional growth of English language teachers : case studies from an in-service training course." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423785.

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32

Pang, Elaine L. L. "In-service education and training (INSET) : the perceptions of English language teachers in Malaysia." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/107763/.

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The national concern to improve the level of education in Malaysia prompted the Ministry of Education to conduct a comprehensive review of the education system and introduce the Malaysia Education Blueprint (2013-2025) to transform the education system. One of the aims was to upgrade the quality of in-service teacher training for teachers. This has resulted in a reshaping of the type of courses and delivery mode for in-service education for teachers (INSET). CPD providers in Malaysia tend to conduct training using the cascade model due to limited resources and expertise and teachers are hardly consulted about their needs or learning preferences. This is likely to have a significant impact on the quantity and quality of INSET for teachers in a top-down national priority driven system. This study examines the perceptions of a group of Malaysian English language educators, comprising primary school non-specialist English language teachers and senior teachers who are newly appointed School Improvement Specialist Coaches (SISCs) of their INSET experiences. It covers the areas of their previous INSET experiences and their perceptions of the effect of INSET on their classroom practice. The research also aims to identify their future expectations of INSET in terms of their professional development needs, their pupils' needs, school needs and their views on national needs of Malaysia's education system with reference to INSET. This research is informed by the qualitative survey approach which establishes variation in terms of values and dimensions that are meaningful within a certain population. The study focuses on diversity in a population of educators who attended INSET programmes on literacy, pedagogy and Language Arts. The methods that were used comprised focus group interviews and individual interviews. The researcher followed the INSET journey of three groups of primary school educators who were selected using convenience sampling and purposive sampling. The findings suggest a strong relationship between the educators' educational backgrounds, pre-service training, their knowledge of the English language subject and continuing professional development. These impact upon their teaching as a result of their understanding of the objectives in the Primary School Standard Curriculum document, their priorities and preferences in how to teach the English language, their culture and language. This study identifies gaps in different aspects of professional development especially on INSET needs for subject specific skills, pedagogical skills and collaborative learning through districtwide INSET and school-based INSET in Malaysia.

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Ali-Hamada, Taghreed. "A suggested programme for developing the pedagogical grammatical awareness of Egyptian English language trainee teachers." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301036.

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Olvera, Catalina. "Students' and teachers' perceptions of challenges pertaining to the acquisition of academic English." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580205.

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The current case study was conducted to examine the perceptions of English learners (ELs) who have not been reclassified after attending a public school for at least 6 years, as well as the perceptions of their teachers. The research questions this study investigated were: (1) What do nonreclassified ELs in the sixth grade perceive as the challenges faced during the process of acquiring academic English? and (2) What do teachers of ELs perceive are the factors that impede ELs' development of academic English proficiency, preventing them from being reclassified by the end of six years in a public school? The conceptual framework consisted of five concepts: (a) historical, political and social influences on ELs, (b) programs for ELs, (c) a description of ELs, (d) the problems of reclassification and the characteristics of long-term English learners (LTELs), and (e) teacher expectations. The theoretical foundation informing this study was critical care to counter deficit-based thinking. The goal of the study was not to critique individual teachers but to examine what was happening in the profession of teaching that was impacting some students' ability to become proficient in English. This study included focus groups and one-on-one interviews, as well as an examination of report card comments. The study utilized purposeful sampling. Five teachers and six students were interviewed. There were five themes derived from both teachers' and students' perceptions in reference to the research questions: (a) the EL profile, (b) teacher perceptions of parents (c) connecting to the learning and to motivation, (d) engagement in learning and teaching, and (e) instruction. Overall, the findings support that teachers' perceptions are grounded in deficit thinking, and the student responses indicated they had internalized these beliefs themselves. However, this study explained teacher and student perceptions using a strengths-based approach to demonstrate how to support ELs. Educators may find it useful to interview their own students as a form of self-review process in order to become more aware of their teaching methods and how students internalize the instruction.

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Gingrich, Randy S. "Responding to the call to teach preservice teachers' case stories of teaching English and language arts /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1053428681.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains x, 259 p. Includes abstract and vita. Advisor: Caroline T. Clark, College of Education. Includes bibliographical references (p. 246-259).

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Clavijo-Olarte, Amparo. "Knowledge of literacy learning by Colombian teachers of Spanish and of English." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284080.

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The purpose of this research study is to analyze Colombian teachers' knowledge of literacy learning in Spanish and in English revealed in their narratives and in their practice through a teacher education program. The research questions addressed in this study aim to answer the following: (1) How do teachers in the literacy program perceive reading and writing as revealed through their personal literacy histories? (2) What knowledge of literacy learning in Spanish and in English do teachers in the literacy program reveal as presented in their self-selected classroom literacy project? (3) How is teachers' knowledge of literacy learning in Spanish and in English expressed in their practice? This study draws upon data collected during a year-long inquiry I conducted with public school teachers in Bogota, Colombia during March 1998 and April 1999. The 42 teachers who participated in this research project had an average of 10 years teaching. Their knowledge statements found in the data collected served as the unit of analysis from which six categories emerged. Additional information represented in classroom observation, interviews and videotapes was collected of three exemplar cases of elementary school teachers. The conclusions that I arrived at from the analysis of Colombian teachers' knowledge of literacy learning are the following: First, that writing and sharing the literacy histories contributed to transforming traditional pedagogical practices into innovative pedagogical practices of reading and writing. Second, the class sessions, readings, seminars attended, and the sharing of experiences with their peers permitted the generation of new knowledge on literacy learning by teachers. Third, the new knowledge of literacy learning generated by teachers was revealed in the innovations presented in their classroom literacy project. Finally, the conference on literacy contributed to exchanging knowledge and generating more questions for further investigation.

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Ruiz, Vázquez Luis. "Teacher training through literature building teacher awareness on the process of shift in identity on ESL learners /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1366.

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Lu, Hong. "Information communication technology support for in-service training of higher education English teachers in China." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436797.

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This research is primarily concerned with the provision of in-service training for TEFL lecturers in universities serving rural areas of China between 1998 and 2004. Given the growing number of undergraduates studying English in these universities, there was a clear need to ensure that English teaching was delivered as effectively as possible. Following a needs analysis of English teachers based in universities in rural China, a clear need to design a programme to enhance communication skills and evaluate the possible role of ICT in delivering this programme was identified. The first stage of the research was based upon a needs analysis of lecturers in China and involved the establishment of focus groups and the administration of targeted questionnaires to ascertain the current situation concerning their training needs. As a result of the needs analysis, it became clear that in-service training was only taken up by a small percentage of lecturers each year and information was obtained on a wide variety of perceived problems (of access to and types of training) together with options on solutions. A particular concern identified was that the potential of information technology was largely unexplored, though a majority of respondents expressed support for training based on a flexible, ICT-driven approach. An additional concern expressed the need to develop lecturers' communicative skills as part of their knowledge of English.Arising from the results of the needs analysis a test model was designed to examine the potential of ICT in this area. The pedagogic and practical bases for the model drew upon an incremental approach to learning involving these two stages. A web-based hypermedia environment was constructed using as an exemplar an embryonic training unit on the acquisition and teaching of oral skills. The test model was piloted in the UK and trialed by lecturers within the target group in the UK and rural China. Data was gathered on the perceived success of the innovative approach and on aspects such as accessibility, ease of use, presentation and motivation. An evaluation of the test model was made showing clear support for the approach. Useful information was generated for future iterations of a modified training scheme. KEY WORDS: constructive research, ICT, web-based course, distance education, education technology, in-service teacher training

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Uys, Amanda Helena Christina. "A proposed model for training English medium of instruction teachers in South Africa / A.H.C. Uys." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1033.

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Even though English is the second language of the majority of South African learners, this language is still the preferred medium of instruction. The purpose of the study was to analyse the present situation regarding the teaching of language skills in some second language medium of instruction (L2MI) content classrooms and to determine content teachers' willingness and ability to incorporate language teaching into their content teaching. The study furthermore aimed to establish whether South African content teachers require a specific training programme for teaching through medium of English and to compile a profile of the effective L2MI teacher reflecting the language, methodological and presentational skills that such a teacher uses. By establishing the nature and level of the language proficiency required for effective L2MI, this study proposes a model for a course for improving the language proficiency of L2MI teacher-trainees and, finally, an integrated training course for L2MI teacher-trainees based on the profile of an effective L2MI teacher. A description of the implemented course, together with a review by both the students and the instructor, is also provided. A survey of the relevant literature, as well as qualitative and quantitative research methods, was used in this study that consists of 4 articles. Different research methods and instruments were used in each of the articles. Article 1 supplies an analysis of the L2MI situation in some subject content classrooms in South Africa and Namibia. The article shows that, despite acknowledging responsibility for teaching language skills, the majority of these teachers failed to perform language-teaching duties in the content classroom. The reasons for these teachers' inability are ascribed to a number of reasons, including a lack of appropriate training programmes for L2MI teachers. Article 2 supplies answers to the question relating to the characteristics of the L2MI teacher. The research conducted in this article combines information from all the relevant fields of English medium of instruction in order to introduce a profile of the effective L2MI teacher. This profile allows teacher trainers and course designers to develop training programmes that will deliver a supply of teachers meeting the target of the ideal teacher. v Article 3 focuses on the competences necessary for effective communication through medium of Classroom English, the related knowledge and skills, as well as the situations and domains of communication (i.e. teaching activities). A hybrid model for course design, developed from a combination of the Outcomes-Based and Backward Design models for course design, is used to provide an outline for a language development course for teachers who are second language speakers of English. Article 4 describes a training course for L2MI subject content teacher-trainees that will enable the trainee to develop knowledge and skills in all the aspects required for effective L2MI. The integrated L2MI course suggested for teacher training in Article 4 is based on the model for course design proposed in Article 3. It uses the information from previous articles relating to the profile of the effective L2MI teacher, and the nature of the language proficiency required by the teacher who is a second language teacher of English to propose Critical and Learning Outcomes, Evidence of Performance, and Assessment Standards. This article then describes the implementation and review of the integrated course. The outline of the course, the example of the Instructional Plan used for this course, as well as the exemplary lesson plan provided, can enable future course designers to adapt and develop similar courses, streamlined for the specific needs of their students. A checklist for planning an L2MI lesson and an observation sheet for effective L2MI developed for this course provides students with a strategy, or tool, for taking cognisance of, and giving consideration to, the required skills and strategies when planning a subject content lesson.
Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2006.

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Haqyar, Hakim Khan. "Dialogic Approach in AfghanTeacher Training Colleges : English Language Teachers’ Views and Use of dialogic approach." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32338.

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The purpose of this study is to explore how Afghan Teacher Training Colleges (TTCs) teachers perceive and use dialogic approach in their teaching and the influence on the seminars that has been conducted by the Ministry of Education. Dialogic approach is known to be beneficial for students learning and over the last years there have been efforts to change the traditional Afghan educational system to a student centred approach based on dialogue. In a dialogic approach teachers encourage students to exemplify, predict, interpret, revise, explain and freely express informal reasoning on an issue. As well, dialogic approaches motivate teacher and students to work together and construct knowledge in a friendly environment. The study was conducted in 15 different provinces of Afghanistan. Two kinds of data collection tools were used, structured observation and teachers’ questionnaires, to investigate the teachers, views and use of dialogic approach in classroom. 70 teachers responded to the questionnaire and 16 teachers were observed during teaching. The teachers had varying degree of seminar participation. The result of the questionnaires showed that most of the teachers had good perception about the importance of dialogic approach in the teaching and learning process. Most of the teachers believed that dialogic approach actively involve students in activity to express their own thinking and reasoning independently. They favoured the idea that dialogic approach brings together all participants for investigating issues together. Teachers found different issues as obstacles to the implementation of dialogic approach, e.g. limitation of time, different contradictory culture and disagreement among ethnic groups. Although there were contradictions among the different teachers groups views and use of dialogic approach related to seminar participation. However, in comparison with the group of teachers with no participating it showed that seminar has influenced to some degree. Most teachers claimed in questionnaires that they did use dialogic approach in a high level in their real teaching practice. Nevertheless, according to the result of the observations, they did not at all in their practice. To conclude, TTCs English language teachers were good theoretically and were weak in practical use of dialogic approach. To know why they rarely use this approach, there might be several reasons, some of them are mentioned above.

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Kilickaya, Ferit. "The Impact Of Call Instruction On English Language Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614108/index.pdf.

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This study investigates the impact of CALL training on in-service language teachers&rsquo
use of CALL-based activities in their classrooms and what factors influence their use of these activities in their classroom. The participants included 35 pre-service English as a Foreign Language (EFL) teachers who took an undergraduate-level elective CALL course (FLE318) offered during the 2008-2009 academic year in the Department of Foreign Language Education at Middle East Technical University and 25 of these participants who started teaching English during the Fall semester in the academic year 2009-2010 at several private and state institutions. Both quantitative and qualitative research methods were applied. The journals kept by the participants during and after the training, the lesson plans of micro and macro teaching, the questionnaires given to the participants to determine their perceived computer knowledge, the interview sessions held with the participants&rsquo
on their practices showed that the training provided to the participants helped them infuse a variety of CALL-based materials and tools into their classroom practices. The analyses also indicated that the most paramount factors or issues that affect the infusion of CALL-based materials in language teaching and learning are the school environment, curriculum, and the national exams.

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Korkmazgil, Sibel. "How Does Blogging Enhance Pre-service English Language Teachers&#039." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610573/index.pdf.

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This was a case study which aimed to examine how blogging enhanced reflection among pre-service English language teachers in Practicum. 12 pre-service English language teachers enrolled in the undergraduate program of English Teaching Education in the Department of Foreign Language Education at Middle East Technical University participated in the study which comprised a 12-week time span in the 2007-2008 spring term. Data collection consisted of archival records of participants&rsquo
blog posts and comments, pre- and post-study interviews with each pre-service teacher, and field notes taken by the researcher throughout the study. All the blog content was archived and available on the Internet throughout the study. Recurring patterns in pre-service English language teachers&rsquo
blog postings were used as a measure of their reflectivity. Earlier and later blog postings were compared to check evidence of change in the level of the pre-service teachers&rsquo
reflective thinking. Results indicated that: (1) the pre-service English language teachers frequently discussed their personal theories of teaching, the problems that they formulated based on their practicum observation, and topics related to their self-awareness in their blog postings
and (2) they were reflective in their blog postings, to a certain extent, although there were individual differences in the degree of reflectivity in the identified categories. In this respect, this blogging experience provided a different approach to develop reflectivity in Practicum. Therefore, this study may be an example to investigate the effectiveness of blogs in language teacher education, especially in a Turkish context where English is learned and taught as a foreign language.

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Sendan, Fehmi Can. "Patterns of development in EFL student teachers' personal theories : a constructivist approach." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284075.

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Alsufyani, Muhammad. "English as a Foreign Language Teachers' Perspectives of The New Curriculum Training in Taif, Saudi Arabia." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467210940.

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Bozeka, Jennifer L. "The Professional Development Experiences of Four Nationally Board Certified Teachers of Reading-English Language Arts." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436472967.

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Dullien, Starley Beatrix. "In time on time: Website for teachers of English to speakers of other languages." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2730.

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The purpose of the "In Time On Time TESOL" website for Teachers of English to Students of Other Languages (TESOL) is to provide adult-education teachers online access to classroom managing techniques, teaching and learning strategies, and online resources based on constructivism and adult-learning theory. The instructional design and navigation structure is based on Random Access Instruction (RAI) and hypertext theory.

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Tse, Tso Yuk-wah, and 謝曹玉華. "Transfer of training: a study of the effectiveness of a component in the ILE refresher course for primaryteachers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38625969.

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Apelgren, Britt Marie. "Foreign language teachers' voices : personal theories and experiences of change in teaching English as a foreign language in Sweden." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323900.

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Chrysostomou, Smaragda. "Initial education of Greek music teachers : are there lessons to be learned from a study of the English system?" Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388408.

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Marshall, Bethan-Jane. "The development and validation of a large scale qualitative research instrument for eliciting the implicit philosophies of English teachers." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298407.

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