Detail Models of EFL Teachers' Professional Development   Oleh:  Irmawati, Dini Kurnia Jenis: Article from Proceeding Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 1254-1257. Fulltext: MODELS OF EFL TEACHERS’ PROFESSIONAL DEVELOPMENT.pdf (8.1MB) Isi artikel The essential role of teachers in contributing to the students’ success in learning the target language has called researchers to conduct research concerning on teachers’ professionalism. This seems on the contrary with what Lee (2010) says that more attention has been out on the students learning rather than teacher learning. In fact, researchers have put their attention on investigating teachers’ professionalism. A number of studies about English teachers’ professional development have given the same highlight that Professional Development (PD) is ongoing and lifelong learning done by teachers to develop professionally (Fisher, Schumaker, Culbertson, and Deshler, 2010; Vo & Nguyen, 2010). The purposes of this article are then two-fold: (1) to review kinds of models of PD for English teachers, and (2) to identify how those models contribute to the teachers’ professionalism. The review shows that kinds of models of PD have assisted teachers in improving their professionalism in different aspects: linguistic competence, teaching instruction, teacher-research skill, material development skill, and teamwork skill. This review paper is expected to give fruitful insight for teachers teaching English for General Purposes (EGPs) in developing their professionalism by either adapting or adopting models of professional development from previous research studies. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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