EFL Instructors' Attitudes towards Professional Self-Development

Autor/inn/en	Irgatoglu, Aydan; Peker, Bena Gül
Titel	EFL Instructors' Attitudes towards Professional Self-Development
Quelle	In: International Journal of Contemporary Educational Research, 8 (2021) 2, S.172-191 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-3868
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; Teacher Educators; Faculty Development; Teacher Attitudes; Barriers; Gender Differences; Age Differences; Faculty Workload; Teaching Experience; Teacher Qualifications; Self Evaluation (Individuals); Peer Evaluation; Observation; Problem Solving; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Lehrqualifikation; Beobachtung; Problemlösen; Ausland
Abstract	This descriptive study aimed to find out whether instructors practiced self-development activities, whether some factors hindered the practice of self-development activities, and to what extent the instructors implemented self-development activities in their classes to solve a problem. Additionally, it aimed to find out whether the instructors differed in the use of self-development activities in terms of age, gender, experience, education level, and teaching hours. This study was conducted with 348 EFL instructors and four teacher trainers. Three research instruments including a questionnaire, interviews with teacher trainers, and four EFL instructors were used to investigate the self-development activities which were journal writing, self-appraisal, peer-observation, reading, writing a research paper, and action research. The analysis of data revealed that EFL instructors practiced self-development activities on a limited scale except for peer observation, which was carried out as a school policy. The results also showed that the workload was the most important hindrance in practicing self-development activities. Additionally, EFL instructors did not transfer the information gathered from self-development activities in their EFL classes to solve problems and they differed in the use of self-development activities to some extent in terms of age, gender, teaching experience, ELT qualifications like BA, MA, or Ph.D. and teaching hours. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01