Author:
Agbayahoun Juvenale Patinvoh
Abstract
<p>Using a survey, this study examines EFL teachers’ views on professional development, the models of teacher development they are familiar with, and their experiences in the area. The study also inquires into the teachers’ knowledge and opinions about inquiry-based teaching. The results indicate that though the EFL teachers often have the opportunity to participate in teacher development activities, these activities do not enable them to develop the skill of reflection and action on practice as they are patterned on top-down models of teacher development and happen in a one-shot workshop-style. Other teacher development activities such as action-research, reading research findings in the field, peer observation, mentoring, or teacher networking are unfamiliar to them. While the participant EFL teachers acknowledged that the top-down teacher development activities give them exposure to informative input, they also reported that such activities, paradoxically, have little impact on their teaching and students’ learning. Most of them acknowledged having very little knowledge of teacher development activities that involve self-intiative and autonomy, and they expressed interest in learning about and trying action-research in their classrooms.</p>
Publisher
Canadian Center of Science and Education
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献