EFL teachers’ online teacher professional development experiences amidst the COVID-19 pandemic: Practices and perceptions

Atmojo, Arief Eko Priyo

doi:10.22373/ej.v9i1.9127

Cited by 7 publications

(11 citation statements)

References 20 publications

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“…Even though emergency remote teaching completely different from traditional or offline learning and may occurred several problems as mentioned by Khlaif et al(2021) in his research findings that most of EFL students" engagement during covid-19 in Palestine reported that online learning has broaden digital inequality and threaten their digital privacy which negatively influence their engagement Almost the same problems also occurred in the study from Atmojo (2021) who analyzed EFL teachers" online professional development experiences amidst the COVID-19 pandemic that the finding stated that the problems mentioned such as (1) instability internet connection; (2) time limited; (3) shortage of internet quota; (4) lack of interaction; (5) and limited facilities and infrastructure.…”

Section: Behavioral Engagementmentioning

confidence: 69%

Emergency remote teaching during COVID-19 crisis: An analysis of EFL students’ engagement in Aceh

Amin

Zulfitri

2022

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To prevent the spread of the coronavirus (Covid-19) and its pandemic, emergency remote teaching must be implemented. This has brought significant problems and difficulties for students due to this unusual circumstance, EFL students must learn to adapt their abilities. Because of the widespread use of technology in education, the quick transition to complete online learning necessitates some adjustment. EFL students must be able to handle online learning that is performed through technology integration and utilizing technological tools they have never used before in a short period of time. In response to emergency remote teaching, this study examined how engaged EFL students are, as well as their perceptions of such engagement. One hundred ninety-one students from four state Islamic universities in Aceh filled out an online questionnaire adapted from McColskey (2012). Both descriptive and thematic methods were used to analyze the data. EFL students demonstrated their level of engagement in all three categories of engagement: behavioral, emotional, and cognitive engagement. Positive responses and feelings of satisfaction were shown during emergency remote teaching. It indicates that EFL students have a better grasp of how to use technology in education. It is essential to constantly enhance their skills and have enough equipment and infrastructure to facilitate online learning.

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Section: Behavioral Engagementmentioning

confidence: 69%

Emergency remote teaching during COVID-19 crisis: An analysis of EFL students’ engagement in Aceh

Amin

Zulfitri

2022

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“…It is is self-initiated and may use informal channels such as social media and other networks to collaborate and share. As other researchers have suggested, for example (Atmojo, 2021;Nugroho & Haghegh, 2021), joining professional development programs was instrumental in helping teachers to cope with the unprecedented requirement of teaching in the global pandemic context.…”

Section: Teachers' Expectations Of Professional Development Programmentioning

confidence: 99%

Indonesian Teachers’ Professional Development Practices and Needs in Post Pandemic Education

Silvhiany

2022

veles

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COVID19 pandemic has affected education sector in multiple ways, particularly in how teachers and students interact in the formal schooling. While virtual teaching has been widely expected as the new normal in this unprecedented time, little is known about how teachers grapple with the realities of this new mode of teaching learning and what their professional development needs are in this context. This article explores teachers’ perspectives on their professional development needs in the post pandemic era through the qualitative survey conducted with 265 Indonesian teachers who taught English in the elementary school, middle school, high school, and college level. Findings of this study showed that teachers used various online platforms to facilitate the online learning. However, less than half of the teachers in this study considered their teaching online effective. The teachers’ main concerns regarding the online learning include their students’ inability to fully participate in online learning and that their online learning was not as effective as their face to face learning. The teachers relied on attending webinars as one of the ways to do professional development. They also joined teachers’ learning communities to discuss new innovation in English language teaching, to get teaching materials they needed, to collaborate with other English teachers, and to share ideas about teaching English. Implication of the study includes the need for creating a virtual space for teachers to learn and exchange ideas with other teachers as a form of continuing professional development.

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“…And for the last is, all of the participant is have a willingness to continue to develop professionally. (Evişen, 2021) The next journal was entitled EFL teachers' online teacher professional development experiences amidst the COVID-19 pandemic: Practices and perceptions by Arief Eko Priyo Atmojo (2021). The article aimed at investigating the EFL teachers' practices and perceptions of online teacher professional development (OTPD) experiences to improve their competencies for teaching online language learning amidst the COVID-19 pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It because, some of EFL teachers still lack competence in teaching online language learning. (Atmojo, 2021) The last journal entitled PRIMARY ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT DURING COVID19 PANDEMIC: A PRELIMINARY RESEARCH and it's conducted by Wiputra Cendana and Yonathan Winardi. This study was aimed to investigating professional development (PD) for language teachers during pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Teacher Professional Development’s Perceptions of English Secondary School Teachers

Dinata,

Bukhori,

Nur’Afif

et al. 2022

UMYGrace

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Teacher perceptions in Teacher Professional Development are very important to make teachers more skilled in teaching, managing classes, and relating to school affairs. The experience gained from Teacher Professional Development will have a big impact on any teacher's activities, it's all because of the useful activities that have been designed in Teacher Professional Development. This study aims to find out teachers' perceptions of Teacher Professional Development and how teachers conduct during the COVID-19 pandemic. This research uses descriptive research in the qualitative method. The participants of this research were three junior high school English teachers from various places who had participated in Teacher Professional Developments, the schools were SMP Muhammadiyah 5 Yogyakarta, SMP Negeri 1, 3 and 5 in Selakau, West Kalimantan. Data was collected through an Interview. Findings from this research show that there are three perceptions of a teacher towards Teacher Professional Development (TPD) such as TPD can help teachers to assist students in learning language learning theories, TPD is very helpful for developing teachers' abilities and creativity and TPD can make teachers control the classroom situation by both professionally. Furthermore, there are two ways for teachers to participate in a certain Teacher Professional Development during the COVID-19 pandemic, TPD is done online and TPD assignments are given online. This research concludes that every teacher must participate in Teacher Professional Development because this activity brings many benefits to teachers in teaching and managing school affairs.

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EFL teachers’ online teacher professional development experiences amidst the COVID-19 pandemic: Practices and perceptions

Cited by 7 publications

References 20 publications

Emergency remote teaching during COVID-19 crisis: An analysis of EFL students’ engagement in Aceh

Emergency remote teaching during COVID-19 crisis: An analysis of EFL students’ engagement in Aceh

Indonesian Teachers’ Professional Development Practices and Needs in Post Pandemic Education

Exploring Teacher Professional Development’s Perceptions of English Secondary School Teachers

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