teacher-professional-development
Filtering by topic teacher-professional-development(2)Clear all filters
- PaperELT Journal25 Apr 2026
Teacher talk on social media: creating space for learning
Melissa Reed, Philip Chappell, Lynda Yates
The study analyzes dialogues from a large Facebook group for English language teachers, identifying productive, less productive, and toxic talk types. It uses dialogic learning theory to understand how teachers co-construct knowledge through social media interactions. Recommendations and a model are provided to help teachers and stakeholders foster productive learning spaces online.
Original abstract
Teachers are increasingly using social media as a form of professional development. Online teachers’ communities can be beneficial for teachers, including the opportunity to self-direct their learning, network with peers without barriers of time and space, and find support. However, we still lack an understanding of how their interactions with others help teachers learn on social media. This article reports on a study in which dialogues from a large Facebook group for English language teachers were analyzed. Different types of talk were identified in the group: talk that was productive, talk that was less productive and talk that was toxic for learning. The concept of dialogic learning frames how teachers co-construct understandings through dialogue, and what actions may enable or constrain learning. Recommendations, reflective questions and a model are provided to assist teachers and other stakeholders to understand how interactions on social media may affect opportunities for learning.
- PaperDOAJ — ELT & TESOL1 Nov 2023
Evaluation of teacher professional development program: A review of pre-service English teacher professionalism
Lailatul Nurjanah, Bayu Hendro Wicaksono, Thathit Manon Andini, Muhammad Idris Effendi
This study evaluated the English Language Pre-service Teacher Professional Development Program at Universitas Muhammadiyah Malang using the CIPP model, finding significant improvements in professional competencies such as pedagogical content knowledge and skills in creating ELT materials and instructional media. The findings offer insights for policymakers and teacher training institutions.
Original abstract
The growing need for proficient educators has driven the government to establish extensive Pre-service Teacher Professional Development Programs. This research examined the implementation of the English Language Pre-service Teacher Professional Development Program at Universitas Muhammadiyah Malang. Employing a field research approach, this qualitative study utilized the CIPP (Context, Input, Process, and Product) model to analyze the program's effectiveness. The study yielded descriptive data, shedding light on the program's impact on participants' professionalism. The findings revealed a significant enhancement in the participants' professional competencies. This improvement is evident in their expanded knowledge of pedagogical content, as well as their heightened skills in preparing all facets related to the English language teaching (ELT) process. This encompasses the creation of ELT materials, instructional media, the utilization of diverse teaching, and school administrative management. The significance of this research lies in its contribution to the ongoing discourse on teacher professional development in the context of English language education. The study's insights could inform educational policymakers, curriculum designers, and teacher training institutions about the strengths and areas of improvement within the program. This research aimed to enrich the quality of English language education and foster the growth of proficient and dedicated educators.