Teacher Training and Teaching Practice: The Case of Niger’s English as a Foreign Language Teachers

Abstract

There continues to be a debate as to the role and value of educator preparation programs throughout the world. This paper examines self-report data of the instructional language learning methods of Nigerien English as a Foreign Language (EFL) teachers. This study sought to understand what instructional methods EFL teachers are using in their classrooms and if there is any connection between instructional methods and teacher training. All EFL teachers in Niger were surveyed to answer these questions. Teachers used a variety of instructional methods based on their preservice training; however, these differences were contained to teachers in their first five years of teaching. The findings support that teacher training is associated with the instructional decisions of teachers.

Examining the relationship between instructional practice and social studies teacher training: A TALIS study

“…Self-report has been shown to be a valid approach to educational research (Wagner et al, 2016) with a history of demonstrated empirical results (eg. Wiens, Andrei, Chou, Smith, & Anassour, 2018; Holzberger et al, 2013; Korpershoek et al, 2016). As Ainley and Carstens (2018) put it, “Although [participants'] perspective might be subject to response bias, teachers’ self-reports can provide valid information” (p. 55).…”

Relationship between Specialization of Teaching Subject and Teaching Experiences with Teacher’s Motivational Strategies

“…The knowledge of teachers who received training in the specialization taught has also been found to have an impact on their teaching. Wiens et al (2019) who examined the teaching methods used by teachers who have had training in the specializations that correspond to the subjects being taught discovered that these teachers are better at teaching the subject compared to the teachers without such training. Additionally, their knowledge about the variety of instructional approaches was also proven to be better compared to teachers who did not receive specialized training in the subject being taught.…”

Developing and Validating Professional Teaching Standards for Higher Education EFL Instructors in Saudi Arabia: A Delphi Study

“…The top-priority competencies were using appropriate strategies to adapt instruction, varying the instructor's role, selecting activities that promote learners' independence and problem-solving, and understanding the strategies of CLIL. Teachers need to use flexible and creative teaching approaches and methods based on the learners' needs (Wiens et al, 2018). To accomplish effective teaching, teachers must adapt, improve, modify instruction, and keep up-to-date with current research on best instructional practices (Espinosa, 2015).…”

“…Other competencies that had a consensus were having pedagogical knowledge of teaching reading, writing, speaking, and listening, providing explicit instruction in teaching vocabulary and reading comprehension, and applying learning approaches (e.g., critical and creative thinking, problem solving, memorization and recall). Specifically, teachers' knowledge of teaching the four skills, their familiarity with implicit and explicit instruction, and their awareness of learning approaches influence how they teach and positively impact the learners' language outcomes (Anil, 2017;Wiens et al, 2018). Using tasks and activities that engage learners in exploration, discovery, and hands-on activities had an agreement from the expert panel.…”