Volume 12 Issue 3
Distance Doctor in Education Degrees: Past Experiences, Current Developments and Future Possibilities in Asia
ELT practitioners used to be able to acquire a TESOL certificate, travel the world and earn a decent living, but growing professionalism in the field has led to calls for improved teacher training and standards of instruction, accreditation as well as ‘credentialism’ in the field.
A Socio-pedagogic Theory of Classroom Practice to Support Language Teacher Develop ment in Asia
This paper describes a two-phase study conducted in Australia that led to the development of a teacher-generated theory of classroom practice. In the first phase grounded theory development procedures were used to collect, examine and categorize qualitative data gathered through extended teacher interviews (n = 28) until a conceptual framework supported by research insights from social psychology was identified.
Using Perplexing Survey Questions With Repeated Pair Discussions to Enhance the Depth of Expression of Beliefs: The Case of Pre-service Japanese EFL Teachers
This study describes using a teaching beliefs survey featuring perplexing questions, combined with paired conversations and written follow-up responses as a platform for pre-service teachers to share and justify their beliefs as part of a larger process of integrating theory, beliefs and practice.
English Teacher Professionalism and Professional Development: Some Common Issues in Indonesia
This paper explores the notions and issues of professionalism and professional development of English teachers in Indonesia. The paper was based on some of the findings of a fieldwork conducted in 2007, in which 46 English teachers were interviewed. The aim of the study was to investigate the nature of professionalism as perceived by Indonesian EFL teachers.
Collaborative Action Research: An Alternative Model for EFL Teacher Professional Development in Pakistan
The existing teacher training and education programs in Pakistan, which run under the traditional model of knowledge transmission, do not seem to contribute to the professional development of English as a Foreign Language (EFL) teachers. Informed by the Vygotskian sociocultural theory and Wenger’s (1999) community of practice theory…
A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey
This study proposes a comprehensive framework for a Conversation Analysis (CA) informed English language teacher education program in Turkey. By reviewing recent studies in CA, Critical Reflective Practice, Teacher Language Awareness and language teacher education in general; the author calls for a more effective language teacher education program and presents an applicable framework that aims to solve current problems in English language teacher education in Turkey.
Effective Peer Mentoring for EFL Pre-service Teachers’ Instructional Practicum Practice
roviding effective mentoring to pre-service teachers in their field-based practice continues to be a major challenge in teacher education programs because of limited supervision resources. Possible effective alternatives like peers learning from peers need to be explored.
Competition and Collaboration in Initial Teacher Education in TESOL: A Case of a Classic Double Bind
Recent research examined participant learning on internationally-available initial TESOL training courses leading to award of the Cambridge Certificate in English Language Teaching to Adults (CELTA). Qualitative methods, used to collect and analyze interview and questionnaire data from 95 participants in nine countries, led to the identification of critical issues related to participant learning.
