EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices.
EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices.
复制标题
EFL 教师自发的专业发展：看法和实践。
DOI：
10.5897/err2014.1898
复制
发表时间：
2014
影响因子：
11.7
通讯作者：
Birhanu Simegn
中科院分区：
文献类型：
--
作者：
Birhanu Simegn
本研究评估了中学（9-12年级）英语教师自主专业发展的认知和实践。采用李克特量表和开放式问卷对32名教师进行问卷调查。这些教师在注册攻读英语教育第二学位期间被要求在Bahir Dar大学填写调查问卷。收集到的数据以描述性统计和专题分析的形式进行分析。调查结果显示，尽管实践不足，但教师对在其工作环境中采用自我发起的专业发展的必要性有明确的共识。通过在工作场所的一些实际经验，他们似乎更有自我驱动的专业意识。他们的学校管理问题、有限的学习设施和不鼓励自我完善的传统给教师实施自主专业发展带来了压力。
This study assessed perceptions and practices of secondary schools (Grade 9-12) EFL teachers’ self-initiated professional development. A questionnaire of likert scale items and open-ended questions was used to gather data from thirty-two teachers. The teachers were asked to fill out the questionnaire at Bahir Dar University during their registration for pursuing their second degree in English education. The collected data were analyzed in the form of descriptive statistics and thematic analysis. The findings revealed that despite insufficient practices, the teachers had clear consensus on the need for employing self-initiated professional development at their working environment. There seemed to have more awareness of self driven professionalism with a few practical experiences in their work places. Their school management problems, limited learning facilities and discouraging traditions of self improvement created pressure on teachers’ implementation of the self initiated professional development.
Key words: Self-initiated, professional development, EFL teachers’ development.