Expanding Roles: Teacher Educators’ Perspectives on Educating English Learners

Daniel, Shannon M.; Peercy, Megan Madigan

doi:10.1080/01626620.2013.864575

Cited by 14 publications

(6 citation statements)

References 29 publications

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“…That the organizers do not take into consideration the real needs of teachers were stated to be the main reason of this situation (Darling-Hammond, 2010;Zein, 2017;SalÓte et al, 2019). Sometimes, some teachers are reluctant to participate in programs and take responsibility for their professional development (Daniel & Peercy, 2014). Such a situation indicates that there are some positive and negative factors affecting the decisions of teachers about participating in the professional development activities.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Professional Development Needs: A Q Method Analysis

Yenen

Yöntem

2020

Discourse and Communication for Sustainable Education

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This study aims to determine the professional development needs of teachers working in different subject domains. In this context, the sample of this study was 35 teachers working in state schools in Cappadocia provinces of Turkey. Q method analysis which includes qualitative and quantitative processes is used in this study. The professional development needs of the teachers is discussed under four main themes; instructional development, scientific field development, personal development, and organizational development and 14 sub-dimensions related to these themes. The data collection instrument of the study consisted of a total of 36 Q items regarding the professional development needs of teachers. The findings of the study show that the most needed professional development areas of the teachers were special education, scientific research methods, and participation in the projects and related professional activities. It was determined that some of the participants needed professional development in the areas of instructional technologies, material development, student participation, assessment and evaluation, and teamwork skills.

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Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Professional Development Needs: A Q Method Analysis

Yenen

Yöntem

2020

Discourse and Communication for Sustainable Education

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“…While some context sets up this example, describing or analyzing candidates’ overall learning opportunities in the program is beyond the scope of this article. For further analysis, see Daniel (in press) and Daniel and Peercy (). This description of Becca's teacher learning is limited to focus specifically on how she used the SIOP; Becca's stalwart efforts to improve instruction continued beyond this snapshot of her learning.…”

mentioning

confidence: 99%

Shifting Attention Back to Students Within the Sheltered Instruction Observation Protocol

Daniel

Conlin

2015

TESOL Q

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The Sheltered Instruction Observation Protocol (SIOP) is increasingly used as an instructional framework to help elementary and secondary teachers support English language learners (ELLs). This useful tool has helped teachers gain the knowledge, skills, and dispositions they need to support ELLs learn subject-area content and skills while learning English, but the SIOP can still be improved to enhance teacher learning. Specifically, the authors of this study worry that the SIOP prompts teachers to focus on themselves rather than attending and responding to students' thinking, actions, and sensemaking in the classroom. They provide three suggestions that could complement the current SIOP model: (1) additional features that help teachers attend and respond to students' contributions, (2) supplementary reflective prompts to help teachers consider how their instructional choices impact students, and (3) principles from successful professional development programs that support teachers' abilities to respond to students during moment-to-moment instructional interactions.

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“…While designing professional development programs, incomplete or erroneous practices implemented especially in analyzing the needs may cause teacher trainers to be blamed for or accused of being unwilling and far from taking responsibility to ensure the teachers' professional development. This situation may cause teachers to wear out professionally (Darling-Hammond, 2010;Farrell, 2012;Daniel & Peercy, 2014).…”

Section: Discussionmentioning

confidence: 99%

The Needs Analysis of English Preparatory School Instructors Towards Professional Skills in Higher Education

Erdoğan¹,

Gürol²

2021

JCT

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Many factors affect providing high-quality English education and rendering it sustainable. One of these factors is undoubtedly ensuring the professional development of the English language instructors. An important way to guarantee professional development is through needs analysis. Needs analysis is of utmost significance in determining the professional skills that English preparatory instructors require to develop and taking the necessary steps. In this regard, the aim of the study is to determine the professional skills that these instructors need to develop in higher education. Qualitative research method was used in the research to unearth the opinions, thoughts, views and feelings of instructors on professional skills to be improved. Since the research covered only one unit of a higher education institution, a holistic single case design was preferred. Participants included English preparatory school instructors, administrators, students, and senior members of the Faculty of Education. Convenience and criterion sampling techniques were used in the selection of the participants. In the study in which interview technique was used, an interview form was implemented in order to ascertain the professional skills. The data collection process was carried out over the course of eight weeks. Descriptive analysis and content analysis techniques were used in data analysis. While the opinions of the English preparatory school stakeholders were shared via verbatim quotation technique during the descriptive analysis process, the professional skills that English preparatory instructors require to improve were determined via the content analysis of the participants’ relevant opinions. As a result of the research, professional skills that these instructors need to enhance were identified.

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Expanding Roles: Teacher Educators’ Perspectives on Educating English Learners

Cited by 14 publications

References 29 publications

Teachers’ Professional Development Needs: A Q Method Analysis

Teachers’ Professional Development Needs: A Q Method Analysis

Shifting Attention Back to Students Within the Sheltered Instruction Observation Protocol

The Needs Analysis of English Preparatory School Instructors Towards Professional Skills in Higher Education

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