Effective English Teacher Professional Development from a Professional Perspective: Saudi Arabia Context

Abstract

This study investigates the concept of effective teacher professional development based on professionalism perspective. It aims at explaining the concept of professionalism, focusing on the significance of professionalism in maintaining the quality of English teacher development, teaching English, and instructional processes. It demonstrates the fundamental requirements for an effective English teacher and effective teaching. The study is based on the hypothesis which proposes that teacher professional development leads to grand achievement in education. The study pinpoints that to be an English teacher; one must gain particular pedagogical, psycho-socio, and linguistics training; in addition, an English teacher is responsible for his/her ongoing professional development, which leads to teacher's confidentiality and highly students’ achievement.

Syllabus Design of English Club: Fostering Joyful Extracurricular for Tenth Graders

“…Based on the result of the questionnaire, the students show high motivation to join English club. This finding is in line to the context of the English club in other countries such as in Saudi Arabia (Elnadeef & Abdala, 2019). There were some reported facts concerning the reason for voluntary involvement in the English club for instance to be free from language anxiety and the student's expectation to eliminate the boring routine during learning in the classroom setting.…”

Studi Etnografi Komunikasi Komunitas Penutur Bahasa Inggris Non-Native Speakers di Bandung

“…Berdasarkan hasil penelitian, kegiatan English Talk yang diselenggarakan oleh Komunitas Ngabrink dinilai telah memenuhi kriteria sebuah English Club sebagaimana dijelaskan Elnadeef & Abdala (2019). Dalam pelaksanaannya mereka membahas tema dalam bahasa Inggris secara bertahap yang dielaborasi menjadi tiga bentuk pertanyaan, kemudian terdapat seorang fasilitator yang memaparkan rincian topik hari itu, serta seluruh peserta diskusi yang berpartisipasi aktif.…”

EFL Teachers’ Voice about the Pedagogical Competencies in Teaching English Grammar Context

“…In line with this, pedagogical competence can be interpreted into how the teacher understands the students' cognitive and personal to make it easy in designing the instructional process dealing with determining the instructional strategy based on students' characteristics, the material, and the objective of the instructional process and arranging the lesson plan. While, according to Elnadeef & Abdala (2022) Pedagogical content knowledge involves mastering approaches, methods, techniques, and procedures for teaching the English language. It is the disciplinary-specific pedagogic knowledge required for teaching particular subjects and making concepts accessible to learners.…”

“…The teacher must master the material in the class because a professional teacher is a teacher who has a broad mind, masters the subject being taught, has good learning skills and can mingle well with parents of students and the surrounding community (Ahmad, & Siregar, 2015). In addition, English teachers have to pursue professional development because it is considered an essential factor for teachers to function successfully in their field (Elnadeef & Abdala, 2022).…”