ESP Lecturers’ Individual – Initiated Professional Development: Perceptions and Practices
DOI:
https://doi.org/10.52208/klasikal.v4i3.326Keywords:
Teacher Professional Development (TPD), Individual-initiated professional development, English for Specific Purposes (ESP)Abstract
Research on the teacher professional development (TPD) field has rapidly developed in the area of English Language Teaching. Those studies have confirmed that the impact of professional development activities do have positive impact on teachers’ professional practices. However, most of studies reported in the research literature on teacher professional development have been conducted in the area of English language teaching and learning of General English but very little research has been conducted on teacher professional development in the area of English for Specific Purpose (ESP). Therefore this future study aims to explore individual-initiated professional development of ESP lecturers in improving their professional teaching practices in higher education level. This research will employ mixed methods research for data collection. Mixed method study focuses on collecting, analyzing and mixing both data from quantitative and qualitative in a single or series of research.
References
Abbasi, F. M. (2015). English Language Teachers' View on Self-Initiated Professional Development. The Journal of Applied Linguistics, 8(16), 164-186.
Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher Education over Ten Years. Teaching and Teacher Education, 27, 10-20. Retrieved from www.elsevier.com
Cresswell, J. W., & Plano, V. L. (2011). Designing and Conducting Mixed Methods Research (2 ed.). Thousand Oaks, CA: Sage Publication, Inc. 3.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that Support Professional Development in an Era of Reform. Phi Delta Kappan, 76(8), 597-604.
Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning. London: Falmer Press.
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Education World. (2018). Teachers Observing Teachers: A Professional Development Tool for Every School. Retrieved September 26, 2018, from Education World, Inc: http://www.educationworld.com
Elman, N. S., Illfelder-Kayes, J., & Robiner, W. N. (2005). Professional Development: Training for Professionalism as a Foundation for Competent Practice in Psychology. Professional Psychology: Research and Practice, 36(4), 367-375.
Evans, L. (2014). Leadership for Professional Development & Learning: Enhancing our Outstanding of How Teachers Develop. Cambridge Journal of Education, 44(2), 179-198.
Fitzgerald, W. (1992, May). Training Versus Development. Training & Development, pp. 81-84.
Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008, March 22). Methods of Data Collection in Qualitative Research: Interview & Focus Groups. British Dental Journal, 204(6), 291-295.
Giraldo, F. (2014). The Impact of a Professional Development Program on English Language Teachers' Classroom Performance. PROFILE, 16(1), 63-76.
Guskey, T. R. (2000). Evaluating Professional Development. California: Corwin Press, Inc.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centred Approach. Cambridge: Cambridge University Press.
Johnson, R. B., & Onwuegbuzie, A. J. (2004, October). Mixed Methods Research: A Research Paradigm whose Time Has Gone. Education Research, 33(7), 14-26. Retrieved from http://jstor.org/stable/3700093
Kagoda, A. M., & Ezati, B. A. (2014). Secondary School Teachers' Perceptions of "Teacher Professional Development": A Case Study from Five Districts of Uganda. Journal of Teacher Education and Educators, 3(2), 185-206.
Miles, J., & Gilbert, P. (2005). A Handbook of Research Methods for Clinical & Health Psychology. Oxford: Oxford University Press.
Nurhayati, D.-A. W. (2018). Investigating Self Professional Development in Teaching English: The Case of English College Teachers' Role as Models. DINAMIKA ILMU, 18(1), 91-108.
Rahman, A. (2016). Teacher Professional Development in Indonesia: The Influences of Learning Activities, Teacher Characteristics and School Conditions. Wollongong, Australia: University of Wollongong.
Rashid, R. A., Yahaya, M. F., A. Rahman, M. F., & Yunus, K. (2016). Teachers' Informal Learning via Social Networking Technology. IJET, 76-79. Retrieved from http://www.i-jet.org
Rauf, P. A., Syed Ali, S. K., & Noor, N. M. (2017). The Relationship Between Models of Teachers Professional Development and Teachers' Instructional Practices in the Classroom in the Primary School in the State of Selangor, Malaysia. International Journal of Education, Psychology and Counselling, 2(5), 120-132.
Roza, M. (2013). ESP Dalam Pembelajaran Bahasa Inggris di PTAI. Ijtimaiyya, 143-154.
Rubin, H. J., & Rubin, I. S. (2012). Qualitative Interviewing: The Art of Hearing Data (3 ed.). Thousand Oaks, California: SAGE Publication, Inc.
Simegn, B. (2014, November 10). EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices. Educational Research and Reviews, 9(21), 1109-1114. Retrieved from http://academicjournals.org/ERR
Sparks, D., & Loucks-Horsley, S. (1989). Five Models of Staff Development. Journal of Staff Development, 10(4), 1-28.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed), ESP: State of the Art. Singapore: SEAMEO Regional Centre.
Teaching and Learning International Survey. (2009). Paris: OECD. Retrieved from www.OECD.og/publish/corrigenda
The Glossary of Education Reform. (2013, August 29). Retrieved from The Great School Partnership Web site: http://www.greatschoolspartnership.org
Villegas-Reimers, E. (2003). Teacher Professional Development: an International Review of the Literature. Paris: UNESCO: International Institute for Educational Planning. Retrieved from UNESCO Web site: www.unesco.org/iiep
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Sri Diana
This work is licensed under a Creative Commons Attribution 4.0 International License.
Klasikal: Journal of Education, Language Teaching and Science is licensed under a Creative Commons Attribution 4.0 International License.
