Continuing Professional Development and Culture: Developing as an English Teacher in India

Padwad, Amol

doi:10.1007/978-981-19-5069-8_2

Cited by 3 publications

(4 citation statements)

References 5 publications

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“…This is fundamental, since learning a second language has to be combined with the student's being and with the local and global context in which he lives, since the language is used in society. There is increasing recognition of the importance of professional development in ensuring good teaching and learning outcomes and in promoting and maintaining teacher quality (Padwad, 2022).…”

Section: Interculturality and Peace In The Training Of English Teachersmentioning

confidence: 99%

“…The perceptions, policies and practices in professional development of English teachers are still very underexplored and do not seem to indicate a locally relevant and culturally appropriate understanding (Padwad, 2022). It is seen in the small number of investigations that initial and continuing teacher training is characterized by not having an intercultural approach, that is, there is a scarce presence of intercultural training that is reflected in educational action due to the lack of empowerment of intercultural competencies to understand the student and act accordingly.…”

Section: Interculturality and Peace In The Training Of English Teachersmentioning

confidence: 99%

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Interculturality and Peace in the Training of English Teachers

Torres Escobar,

Delgado Zárate

2024

Int J Innov Educ Res

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Today's society lives daily accelerated changes in all its spheres produced by information and communication technologies in a world characterized by globalization. The speed of change requires education to remain in continuous reflection to rethink and reconsider its educational work in order to respond appropriately to the new challenges and problems that society is experiencing. In coherence with the challenges caused by changes in daily life, teacher training requires internalizing the interrelation between peace and interculturality, to contribute to the search and consolidation of peace. The objective of the research was to identify and analyze research related to the training of English teachers in interculturality and peace. For this, the Scopus research platform and the Vosviewer software were used. It was found that the articles found do not recognize the importance of training teachers in interculturality and peace for the culture of democracy. It was concluded that it is important for teachers to develop professionally not only in English language proficiency but also in interculturality and education for peace. The intercultural and peace perspective is articulated with a vision of language learning that goes beyond the linguistic form and commits teachers and students to language learning committed to society in a culturally diverse world.

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Section: Interculturality and Peace In The Training Of English Teachersmentioning

confidence: 99%

Section: Interculturality and Peace In The Training Of English Teachersmentioning

confidence: 99%

Interculturality and Peace in the Training of English Teachers

Torres Escobar,

Delgado Zárate

2024

Int J Innov Educ Res

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“…Anderson and Lightfoot (2019) report that 3.5 million Indian teachers receive in-service training annually, albeit quality varies by state and program. However, observers generally agree that "official inservice training is top-down and transmissive (Padwad & Dixit, 2014), with cascade delivery" (UNESCO, 2021). The new NEP (NPE, 2020) suggests 50 hours of in-service training per year, giving instructors a choice and avoiding cascade and other top-down methods.…”

Section: Challenges Of English Education At the School Levelmentioning

confidence: 99%

Addressing Challenges in Language Teaching in India: Exploring the Role of Corrective Feedback in Enhancing Learning

Singh,

Halim

2023

Adv Educ

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Corrective feedback is a crucial aspect of language teaching, which aims to help students improve language accuracy and fluency. While research on corrective feedback has been conducted worldwide, there is a dearth of empirical studies in the Indian context. Despite this gap, several studies suggest that corrective feedback practices in India are based mainly on traditional grammar-translation methods prioritizing accuracy over fluency rather than considering students' needs and learning styles. Issues related to corrective feedback in India include cultural factors, optimal timing, teacher beliefs, technology-mediated feedback, and student motivation. Cultural factors such as societal expectations and values can influence teachers' and learners’ attitudes toward corrective feedback. The optimal timing of providing corrective feedback in ESL writing is also an issue, as the effectiveness of immediate versus delayed feedback on language accuracy and fluency is still unclear. Moreover, teachers' views on corrective feedback may influence their practices and need further exploration in the Indian context. The potential of technology-mediated corrective feedback and its effects on student motivation and self-efficacy also require further research (Doley, 2023). Overall, this review highlights the need for more empirical research on corrective feedback practices in India to inform effective teaching practices and enhance the effectiveness of ELT in the country. Future studies should focus on examining cultural factors that influence corrective feedback practices, identifying optimal timing for feedback, examining teachers' views and practices, examining technology-mediated feedback, and examining the effects of corrective feedback on student motivation and self-efficacy.

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“…In this ever-evolving educational landscape, there is an increased demand for educators to possess the ability for lifelong learning, to keep pace with the continuous advancements in socioeconomic and technological realms. Teacher development is viewed broadly in Continuous Professional Development (CPD) as "a planned, continuous and lifelong process whereby teachers try to develop their personal and professional qualities, and to improve their knowledge, skills, and practice, leading to their empowerment, the improvement of their agency and the development of their organizations and their pupils" (Padwad & Dixit, 2014). CPD can be initiated by school administrators, education authorities, or individual teachers.…”

Section: Introductionmentioning

confidence: 99%

Online Continuous Professional Development (CPD) for Educators: A Bibliometric Analysis of the Scopus Database

Zhi,

Hassan,

Ab. Jalil

2023

IJARPED

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Purpose：This study aims to provide a descriptive analysis of research findings on online Continuous Professional Development in the field of education, to deepen researchers' understanding of trends in this research field. Additionally, it is hoped that this research work will further stimulate researchers' enthusiasm for conducting research in the field of online Continuous Professional Development.Methods：A descriptive analysis of research outcomes on online Continuous Professional Development will be conducted using the R statistical software package, Biblioshiny, for data visualization. A systematic literature search will be performed on the Scopus database. The review will focus on English publications from 1996 to 2023. Results： Through a systematic search, we identified a total of 461 records, and after the selection process, we analyzed 30 articles specifically addressing online Continuous Professional Development for teachers. The research findings reveal a lack of substantial funding support in this particular research field. Judging from the publication timeline, there has been an increased research interest in this field after 2019. Furthermore, the number of collected documents has been consistently growing at an average annual rate of 3.36%.Implications：This study can improve comprehension of the dynamic environment of research on online CPD for teachers, which is a theoretical research component. In terms of implementation, the findings can serve as a guide for institutions and governments as they develop plans to support the long-term expansion of online CPD. Finally, this study will most likely be a valuable resource for future research.

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Continuing Professional Development and Culture: Developing as an English Teacher in India

Cited by 3 publications

References 5 publications

Interculturality and Peace in the Training of English Teachers

Interculturality and Peace in the Training of English Teachers

Addressing Challenges in Language Teaching in India: Exploring the Role of Corrective Feedback in Enhancing Learning

Online Continuous Professional Development (CPD) for Educators: A Bibliometric Analysis of the Scopus Database

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