What do ESL Teachers Need for Their Professional Development?: The Voice From Ontario Kangxian Zhao,...
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Transcript of What do ESL Teachers Need for Their Professional Development?: The Voice From Ontario Kangxian Zhao,...
What do ESL Teachers Need for Their Professional Development?: The Voice From Ontario
Kangxian Zhao, University of TorontoHong Wang, Mount Saint Vincent University
Overview
IntroductionLiterature ReviewThe Present StudyResearch FindingsDiscussionsLimitations & Future DirectionsReferences
Introduction
English as a Second Language (ESL) programs in Canada
The knowledge base of in-service ESL teachers
ESL teachers’ PD activities and needs within the Canadian context and the challenges they face
Literature Review
Peyton (1997): Renew and revitalize teacher knowledge
Darling-Hammond (1998) & Park et al. (2007): Teacher learning through study, active participation, reflection, collaboration…
Terdy (1993): Professional development models
Epstein (2001): PD needs of six language teachers in Western Canada
The Present Study
What are the professional development needs of ESL teachers?
What challenges do ESL teachers face in their professional development?
Pilot study (20 participants)QuestionnaireDescriptive analysis
The Teachers
Variables N=20 %Gender N=20 Female 13 65.0 Male 7 35.0Age N=15 21-29 2 13.3 30-39 7 46.7 40-49 6 40.0
The TeachersVariables N=20 %
Teaching Experience N=19
1-4 years 6 31.6
5-9 years 5 26.3
10-14 years 5 26.3
Over 15 years 3 15.8
Educational Qualifications N=20
Certificate 3 15.0
B.A. 9 45.0
M.A. / M.Ed. 8 40.0
The Teaching ContextsVariables N = 20 %Number of Employers N = 20 One 16 80.0 Two 2 10.0 Three 2 10.0Qualifications Required to Teach ESL N = 20
TESL Certificate 5 25.0 TESL/Bachelor’s degree 13 65.0 TESL/Bachelor’s degree/ Master’s degree 2 10.0
The Teaching ContextsVariables N = 20 %Teaching Hours Per Week N = 18 Less than 10 hours 8 44.4 10-19 hours 5 27.8 Over 20 hours 5 27.8Average Students Per Class N = 19 5-9 students 2 10.5 10-14 students 5 26.3 15-19 students 7 36.8 20-29 students 5 26.3
Teachers’ Responsibilities
Responsibilities in School
0 10 20 30 40 50 60 70 80 90 100
Research
Administration
Other
Curriculum development
Student placement
Material development
Testing
Teaching
Percent
19
13
10
9
7
4
2
1
Teaching Evaluation
How Teaching is Evaluated
0 10 20 30 40 50 60 70 80 90
Overall completion of subject contents
Your own reflections on teaching
Evaluation by inspectors
Overall inspection of your students’ work
Performance of your students in tests
Evaluation by colleagues
Anonymous student evaluation
Percent
16
8
7
4
4
3
2
Professional Development
PD Activities Participated in Over the Past 5 Years
0 10 20 30 40 50 60 70 80
Visiting other institutes
Other
Training courses
Conferences
Observing other teachers’ classes
Workshops
Percent
15
14
14
7
5
3
Learning Experiences Contributing to PD
Variables N = 18 %
Working with other teachers 11 61.1
Membership in associations 2 11.1
Internet resources 2 11.1
Writing reflective journals 2 11.1
Other informal learning 1 5.6
What do Teachers Want to Learn?What to Learn about Language Teaching
0 10 20 30 40 50 60 70 80
Communicative language teaching
Classroom management
Unit/lesson/syllabus planning
Materials development
Testing and evaluation
Computer-assisted language learning
Percent
12
6
5
4
1
1
How to Learn?
Methods of Learning Language Teaching
0 10 20 30 40 50 60
Distance education
Workshops or summer courses
Other
Working with a mentor
Working with other teachers
Obtaining feedback from observers
Formal educational opportunities
Percent
7
7
6
5
4
2
Challenges in Teachers’ PD
Limited teaching hoursEmployment & financial situation“low pay”“lack of tenured employment with
benefits available”Need more pedagogical supportCultural diversity & large groups of
monolingual studentsCost of formal education
Discussions
The importance of mentorship and peer support (Park et al., 2007; Terdy, 1993)
Informal learning within the community of practice (Lave & Wenger, 1991)
Teachers: diverse educational backgrounds and teaching experience
PD opportunities & support: limitedComputer assisted language learning:
integrating technology into ESL classrooms
Limitations & Future Directions
Small sampleContextual
factorsQuestionnaires
A broader scaleDifferent
provincesInterviews, focus
group..Interview
administrators
References Achinstein, B., & Athanases, S. Z. (2005). Focusing new teachers on diversity and equity:
Toward a knowledge base for mentors. Teaching and Teacher Education, 21, 843-862. Andrews, S., & McNeil, A. (2005). Knowledge about language and the “good language
teacher.” In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 159-178). New York: Springer.
Barnes, A. (1996). Maintaining language skills in the initial training of foreign language teachers. Language Learning Journal, 14, 58-64.
Barr, D. (2004). ICT – Integrating computers in teaching: Creating a computer-based language-learning environment. New York: Peter Lang.
Chafe, J., & Wang, H. (2008). Second language teacher education at the tertiary level: A pressing issue in Canada. The International Journal of Language, Society and Culture, 25, 19-26.
Citizenship and Immigration Canada. (2008). Immigration overview: Permanent and temporary residents. Retrieved from http://www.cic.gc.ca/english/index.asp.
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Epstein, R. (2001). Client analysis in teacher education: What some Canadian and South African teachers identify as their professional needs. TESL Canada Journal, 18(2), 78-96.
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References Hammadou, J., & Bernhardt, E. B. (1987). On being and becoming a foreign language
teacher. Theory into Practice 26, 301-306. Hegarty, S. (2000). Teaching as a knowledge-based activity. Oxford Review of Education,
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Modern Language Journal, 90(1), 48-66. Park, S., Oliver, S., Johnson, T. S., Graham, P., & Oppong, N. K. (2007). Colleagues’ roles
in the professional development of teachers: Results from a research study of National Board certification. Teaching and Teacher Education, 23(4), 368-389.
Peyton, J. K. (1997). Professional development of foreign language teachers. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. ED 414768.
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References Richards, J. C., & Nunan, D. (Eds.). (1990). Second language teacher education.
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