Factors Contributing to EFL Teachers' Professional Development in Indonesia

Amin, Muhammad; Saukah, Ali

doi:10.5195/ehe.2015.138

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…Especially, lecturers' experiences of PD have been greatly influenced by the simultaneous confluence of global, national, institutional, and individual factors. Grounded in Bronfenbrenner's (1979) PD from a variety of standpoints (e.g., Bayar, 2013;Muhammad & Ali, 2016;Yue et al, 2016;Zein, 2015). The findings of this study have demonstrated that ( 1) English as a global language, (2) national policies and projects, ( 3) student outcomes, ( 4) occupational prestige, and ( 5) personal responsibility were the five prominent motivators influencing Vietnamese tertiary EFL lecturers' engagement in PD activities.…”

Section: The Contextual Influences On Efl Lecturers' Pd Experiencesmentioning

confidence: 61%

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Ngo¹

2021

Preprint

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As a consequence of globalisation, English language teaching (ELT) has been identified as one of the key emphases of the national education reforms in Vietnam. Professional development (PD) of teachers attempts to enhance the quality of ELT. However, there is a paucity of research investigating English as a foreign language (EFL) lecturers’ perceptions towards their experiences of PD in order to understand how PD currently functions and could potentially function within the context of Vietnamese higher education. My project has sought to address this gap by contributing insights into tertiary EFL lecturers’ PD experiences. More specifically, this study has drawn on Bronfenbrenner’s (1979) ecological systems theory and Knowles’ (1980) andragogy theory as theoretical frameworks for understanding how tertiary EFL lecturers experience PD as adult learners and the contextual factors which influence their PD experiences. A phenomenological research design as proposed by Moustakas (1994) enabled lecturers’ lived experiences of PD to be explored through phenomenological interviews with 12 EFL lecturers across the three groups of beginning, midcareer, and late-career and four academic managers at one Vietnamese university. The recruitment of the participants from the three groups aimed to examine lecturers’ experiences of PD at their different career stages. The inclusion of both lecturers and academic managers was considered essential in collecting multiple perspectives on the PD experiences. In addition, document analysis was used to collect information from national and institutional documents in order to better understand the contexts within which lecturers experienced PD. Evidence from this study highlights that lecturers’ PD is a multidimensional and dynamic activity. Influenced by the national language reforms and important projects such as Project 2020 and Project 911, EFL lecturers had been exposed to a wide range of formal PD activities (e.g., seminars, workshops, and conferences) and job-embedded PD activities (e.g., research projects, textbook and teaching material development, and professional meetings) in the three years prior to data collection. Lecturers expressed their need for further PD activities that were content-focused, on-going, collaborative, and specific to their career-stage. EFL lecturers’ involvement in PD activities was positively influenced by enablers (e.g., the status of English as a global language, national policies and projects, student outcomes, occupational prestige, and personal responsibility), but there were also barriers hampering lecturers’ career development (e.g., top-down national requirements, inappropriate institutional policies, insufficient collegial and managerial support, and time constraints). This study demonstrates that PD initiatives for Vietnamese tertiary EFL lecturers need to be reformed. At the national level, it is important for the Vietnamese government and MOET to understand lecturers’ real needs for PD when implementing any PD activities. At the institutional level, a comprehensive framework with specific requirements and guidelines regarding lecturers’ engagement in PD activities would bring greater coherence and consistency. At the individual level, a proactive role by EFL lecturers would further foster their professional growth along with fulfilling the national and institutional requirements. The findings of this study are represented through an integrated framework of effective PD for tertiary EFL lecturers which combines three main aspects of content, context, and process. This representation helps to shed light on what PD planners and academic managers need to focus on when planning, organising, and implementing PD activities in the setting of Vietnamese education reforms. Implications are drawn for PD planners, academic managers, and EFL lecturers as these groups need to closely collaborate in order to promote lecturers’ PD and improve the quality of ELT in Vietnam. Implications for future research are also discussed. The study makes significant contributions to current literature related to tertiary EFL lecturers’ lived experiences of PD within the Vietnamese higher education context and may be applied to other international contexts.

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Section: The Contextual Influences On Efl Lecturers' Pd Experiencesmentioning

confidence: 61%

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Ngo¹

2021

Preprint

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Empowering Education: Exploring Teachers’ Classroom Practices in Vocational Schools

Zulfikar¹,

Emawati

Al-Azmi³

2020

Al-Ta'lim J.

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Teaching is indeed a complex provision, which requires teachers being competent in many respects. They should be very knowledgeable in subjects they teach; they should also acquire skills in transferring their subject matters; they need to be skillful in classroom management, and are capable of designing and developing teaching materials. For that reasons, teachers should always engage in professional development to guarantee their best performance. Understanding teachers’ ways of classroom practices is the first step for teachers’ professional development. Therefore, it is timely to conduct a classroom research to explore teachers’ performance, and thus this research explored teachers’ classroom practices in six vocational schools in Aceh. The data was collected mainly through observation of the instructional process in the classroom and in the workshop. The research found several effective attributes of teachers, such as creative, interactive, democratic, intelligent, smart, and well-prepared teachers. The study also identified ‘negative’ teachers’ attributes, such as authoritative, dominated, and withdrawn teachers.

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Saudi EFL Teaching Training Programmes: Teachers’ Perceptions and Needs

Oudah¹,

Altalhab²

2018

TPLS

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This study explores Saudi EFL teachers’ needs and perceptions towards training programmes in Saudi Arabia. The data were collected using a semi-structured questionnaire from a total of 215 EFL teachers; 10 of these teachers were also interviewed. The main findings revealed that Saudi EFL teachers have a positive attitude and view that training programmes meet their various needs, such as a need for programmes on English teaching aids; assessment and grading strategies concerning learners’ language proficiency; and programmes concerning classroom practices that implement activities to support language acquisition and development. On the other hand, the teachers showed a need for training programmes on teaching English at the primary school level, plus for training programmes with qualified and professional trainers and educators. The study concludes with some implications and recommendations based on the findings.

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Factors Contributing to EFL Teachers' Professional Development in Indonesia

Cited by 3 publications

References 11 publications

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Empowering Education: Exploring Teachers’ Classroom Practices in Vocational Schools

Saudi EFL Teaching Training Programmes: Teachers’ Perceptions and Needs

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