THE IMPORT ANCE OF PROFESSIONAL DEVELOPMENT ACTIVITIES TO ENHANCE EFL TEACHERS’ PROFESSIONAL DEVELOPMENT
Keywords:
Professional Activities, EFL Teacher, Professional DevelopmentAbstract
The article presents the idea of professional development activities from some views to enhance EFL teachers‟ quality and to meet the changing needs of the students which can be best implemented by EFL teachers. Some considerations about professional development activities to be reminder are 1) a match to existing teacher needs, 2) a match to existing school needs, 3) teacher involvment in the activities, 4) active participation opportunities, 5) long-term engangement and 6) high-quality instructors.The contribution will give EFL teachers views about continuous professional development reflect which upon pertinent common goals effectively. In sum up, the professional development activities for EFL teacherwill maintain a vital and critical role in the development of quality of teachers.References
Adey,P.,Hewitt,G.,Hewitt,J.,&Landau,N. 2004. The Professional development of teachers: Practice and theory. Dordrecht: Kluwer Academic Publishers.
Birman, B. F., Desimone, L., Porter, A. C., &Garet, M. S. 2000. Designing professional development that works. Educational Leadership, May, 28-33.
Borko, H.2004. Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33 (8), 3-15. doi: http://dx.doi.org/10.3102/0013189x033008003.
Bruce,C.D.,Esmonde,I., Ross,J., Dookie,L.,&Beatty,R. 2010. The effects of sustained classroom-embedded teacher professional learning on teache refficacy and related student achievement. Teaching and Teacher Education, 26 (8),1598-1608. doi:http://dx.doi.org/10.1016/j.tate.2010.06.011
Burke,K.2000.Results-based professional development. NASSPBulletin,84(618),29-37.doi:10.1177/019263650008461805
Burney,D.,&Elmore,R.F.1999. Investing in teacher learning: Staff development and instructional improvement. In L.Darling-Hammond& G.Sykes(Eds.), Teaching as the learning profession: Handbook of policy and practice.San Francisco,California:Jossey-BassPublishers.
Clandinin, D. J., &Connelly, F. M. (1996). Teachers' professional knowledge landscapes: Teacher stories. Stories of teachers. School stories. Stories of schools.EducationalResearcher,25(3),24-30.doi:10.2307/1176665
Clarke,D.,&Hollingsworth, H.2002.Elaborating a model of teacher professional growth. Teaching and Teacher Education,18 (8),947-967.doi:10.1016/s0742-051x(02)00053-7
Connelly,F.M.,Clandinin,D.J.,&MingFang,H.1997.Teachers' personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), 665-674. doi: http://dx.doi.org/10.1016/S0742-051X(97)00014-0
Craft,A.2000.Continuing professional development:Apractical guide for teachers and schools (2nded.).London: Great Britain: Routledge Falmer
Desimone, L. M. 2009. Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38 (3),181-199.doi:10.3102/0013189x08331140
Desimone,L.M.,Porter,A.C.,Garet,M.S.,Yoon,K.S.,&Birman,B.F.2002.Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis,24(2),81-112.doi:10.3102/01623737024002081
Feiman-Nemser, S.2001. From preparation to practice: Designing a continuum to strengthen and sustain teaching.
Teachers College Record,103,1013-1055.
Fraser, C., Kennedy, A., Reid, L., &McKinney, S. 2007. Teachers’ continuing professional development: Contested concepts, understandings and models. Journal of In-Service Education, 33(2), 153-169. doi: 10.1080/13674580701292913
Hodkinson,H.,&Hodkinson,P.2005. Improving school teachers' workplace learning. Research Papers in Education, 20(2),109-131.doi: 10.1080/02671520500077921
Huberman,M. 1995. Professional careers and profesional development: Some intersections. InT.R.Guskey &M.Huberman(Eds.), Professional development in education: Newparadigms and practices.NewYork: Teachers College Press. professional development of teachers. Berkshire, England: Open University Press.
Kwakman,K.2003.“Factors Affecting Teachers’ Participation in Professional Learning Activities. ”Teaching and Teacher Education 19 (2): 149–170.doi:10.1016/S0742- 051X(02)00101-4.
Opfer,V. D., &Pedder, D. 2010. Benefits, status and effectiveness of
continuous professional development for teachers in England. TheCurriculum Journal, 21(4),413-431.
Raihani,&Sumintono, B.2010.Teacher Education in Indonesia: Development and challenges.In K.G.Karras&C.C. Wolhuter(Eds.), International handbook of teacher education world-wide (Vol.I &II).Athens:Atrapos.
Richter,D.,Kunter,M.,Klusmann,U.,Lüdtke,O.,& Baumert,J.2011.Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities.Teaching and Teacher Education, 27(1),116-126.doi:10.1016/j.tate.2010.07.008
Sawyer,R.D.2002.Situating teacher development: the view from two teachers’ perspectives. International Journal of Educational Research, 37(8), 733-753. doi:http://dx.doi.org/10.1016/S0883-0355(03)00068-5