No abstract

By the time they graduate from their initial teacher education programs, most teachers are equipped with the basic information and skills they will need to begin their classroom practice – including content knowledge, theories about the teaching and learning process, and various instructional strategies and techniques. However, the process of becoming a teacher does not end there. The most successful teachers are also lifelong learners who continuously work to improve their subject-related knowledge, understand how they can reach their students most effectively, and keep up with new developments in education. Considering the need for teachers to be aware of the concept of teacher learning and at the same time be self-aware about their beliefs that impact their practice in that regard, this comparative study will explore and report initial findings of what Georgian and Turkish teachers of English understand from the concepts of “teachers as learners” and “teacher learning,” and what kinds of professional development activities and efforts they are involved in as part of what they think these concepts constitute and require.

No abstract

The paper highlights the importance of integrating effective methods in teaching English for Specific Purposes, in particular Business English.  According to the survey, which includes the contribution from 48 BE instructors worldwide, the article demonstrates the significance of lexical approach, task-based and project-based learning by evaluating the outcomes of integrating them in teaching practice and beyond. The results once again confirmed the hypothesis that task-based learning, lexical approach and project-based learning are the most effective teaching methods in BE classroom. The survey consisted of both open and close-ended questions and aimed at voicing the opinion of BE Course Instructors globally. The target audience was exposed to the above-mentioned teaching methods.  At the same time, the survey provides recommendations for novice BE Lecturers on how to ensure maximal approximation to the authentic environment via practicing most useful teaching methods and making the learning process more result-driven, engaging and enjoyable.

By the time they graduate from their initial teacher education programs, most teachers are equipped with the basic information and skills they may need to begin their classroom practice – including content knowledge, theories about the teaching and learning process, and various instructional strategies and techniques. However, the process of becoming a teacher does not end there. The most successful teachers are also lifelong learners who continuously work to improve their subject-related knowledge, understand how they can reach their students most effectively, and keep up with new developments in education. Considering the need for teachers to be aware of the concept of teacher learning and their beliefs that impact their practice in that regard, this comparative study will explore and report initial findings of what Georgian and Turkish teachers of English understand from the concepts of “teachers as learners” and “teacher learning,” and what kinds of professional development activities and efforts they are involved in as part of what they think these concepts constitute and require.