ANALYZING WHAT PERMANENT ACADEMIC CLASSROOM ACTIVITY OF ENGLISH TEACHERS TELL US ABOUT THEIR PROFESSIONAL DEVELOPMENT NEEDS: PRIMARY SCHOOLS IN FOCUS
Keywords:Permanent Academic Activity, Language Use, Professional Development, Skills In Teaching
The present study analyses what permanent academic classroom activity tells us about the professional development need of English language teachers in primary Schools. Teacher classroom observation was used as data gathering tools for the study. As a result, four English language teachers were involved in the study. The study was conducted in selected primary schools in North Showa Zone of Orimia Regional State. The four teachers involved in the study were observed three times. The results of the study reveal that teachers lack English language proficiency. Their classroom English lacked quality to use the target language. So, they needed to develop their English language proficiency. The result of the study further showed that the teachers needed to develop their pedagogic skills. The pedagogic skills the English language teachers needed to develop were lesson opening, lesson running and lesson ending strategies. Similarly, the teachers needed professional development on the areas of language use and transitioning and questioning strategies. Based on the finding of the study, it was suggested that English language teachers in primary schools needed to get further professional development program that addresses their linguistic knowledge and skills need areas so that the teachers improve their proficiency in the target language and enhance their skills in teaching
Abosnan, H. (2016). The Teaching of Reading English in a Foreign Language in Libyan Universities : Methods and Models. Unpublished PhD Thesis: University of Glasgow. Retrieved from https://theses.gla.ac.uk/7829/
Abraham Tulu (2018). The practice and challenges of school-based teachers' continuous professional development : A case of Government Secondary Schools of Hawassa City in Ethiopia. School of Teachers Education, College of Education, Hawassa University, Ethiopia. Retrieved from https://doi.org/10.5897/ERR2018.3646 DOI: https://doi.org/10.5897/ERR2018.3646
Bernstein, B. (2000). Pedagogy, symbolic control and identity. Lanham: Rowman and Littlefield Publishers Inc.
Blay, J. A. and Ireson,J. (2009). "Pedagogical Beliefs, activity, choice and structure, and adult-child interaction in nursery classrooms". Teaching and Teacher Education (25) :1105-1116. Retrieved from https://doi.org/10.1016/j.tate.2009.03.009 DOI: https://doi.org/10.1016/j.tate.2009.03.009
Bohlke, D.& Richard, C. J. (2011). Creating Effective Language Lessons. New York : Cambridge University Press.
Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY : Addison Wesley Longman, Inc, 2001.
Butler, G., (2015). English language education among young learners in East Asia : à review of current research (2004-2014). Language Teaching, 48, 303-342. Retrieved from https://doi.org/10.1017/S0261444815000105 DOI: https://doi.org/10.1017/S0261444815000105
Cheng, Y., (2010). A case study on foreign English teachers' challenges in Taiwan elementary schools. System, 38, 41-49. Retrieved from https://doi.org/10.1016/j.system.2009.12.004 DOI: https://doi.org/10.1016/j.system.2009.12.004
Clark, T. (2018). Key Challenges and Pedagogical Implications : International Teacher Perspectives. Cambridge Assessment English internal report
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44. Retrieved from https://doi.org/10.14507/epaa.v8n1.2000 DOI: https://doi.org/10.14507/epaa.v8n1.2000
Dereje Taye. (2015). School Based Continuous Professional Development Practices at a Selected General Secondary and Preparatory School in Bahir Dar Town. Bahir Dar Journal of Education. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/60208155/BJE-Vol15No2DerejeTayeWondem20190805-107921-vq5it-with-cover-page-v2.pdf?Expires=1645768435&Signature=GUdbWGHBBWWsGJwsuPqxJ0aaDK9vH8mYQ73FVX~H-OWn0yHkm7AGZ0m2gPrU0qhJP5s~JlMWBEZ8WXLD2uuSPMCaGFKFmrxD1FgOv8uyuyz~rpGuKJLyQpNvIOFPwXOqw69d1a602gsf7mgmhSikvRHiiLhpJrHw199OjRjnRLYxogy9Y46gpjKznbZ0E09msaCSPJmWFAN-UNy39JkA1iZ7nG-NMbt5Oi8NjQVfTWKw73o2pKbpCx3FHhC81hO3uAY6ZX2Vfz4TylcL2mATMl0Luh6mSjR7~QNN1rllUsex1SKUQ0k0hHa7sCIABOmYkMIquNeQdcKgQUTGIkUFRA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
Desta, D., Chalchisa, D. & Legesse, G. (2013) School-based Continuous Teacher Professional Development in Addis Ababa. Journal of international Cooperation in education, 15(3), 77-94.
Eba, M. (2013). The Need for Professional Growth of ELT Teachers in Ethiopia. Science, Technology and Arts Research Journal. Retrieved from https://www.ajol.info/index.php/star/article/view/98764
Eksi, G. and Cape, Y. (2012). English Instructors professional development needs areas and predictors of professional development needs. Marmara University press. Retrieved from https://doi.org/10.1016/j.sbspro.2013.01.108 DOI: https://doi.org/10.1016/j.sbspro.2013.01.108
Fekede T., & Fiorucci, M. (2012). Examining Quality Issues in Primary Schools in Ethiopia : Implication for the Attainment of the Education for All Goals. Journal of Educational, Cultural and Psychological Studies, 5,129-150. Retrieved from https://www.ledonline.it/index.php/ECPS-Journal/article/view/501
Fekede Tuli and Pavi, T. (2015). Professional Learning of teaches in Ethiopia : challenges and implications for reform. Australian Journal of Edcuation. Retrieved from https://search.informit.org/doi/abs/10.3316/ielapa.204370559175669
Fink, L., (2005). Integrated course design. Manhattan, KS : The IDEA Center.
Hedge, T. (2000) Teaching and learning in the language classroom. Oxford : Oxford University Press.
Hismanoglua, M. (2010). Effective professional development strategies of English language teachers. À European University of Lefke, Faculty of Arts and Sciences. Retrieved from https://doi.org/10.1016/j.sbspro.2010.03.139 DOI: https://doi.org/10.1016/j.sbspro.2010.03.139
Jingxia. L. & Jing. H. (2015) How to Have à Good Lead-in in English Classrooms, China Three Gorges University, China.
Lemlem, T. (2010). Review of some recent literature: Identifying Factors that Affect Ethiopia's Education Crisis. Ethiopian E-Journal for Research and Innovative Foresight, 2(2), 56-68.
Lindsay, C. (2006) Learning and Teaching English : A Course for Teachers, Oxford University Press, Oxford, pp. 108-110.
Luis, D. (2017). How do Teachers Make Sense of Peer Observation Professional Development in an Urban School P :255. Retrieved from https://doi.org/10.5539/ies.v10n1p255 DOI: https://doi.org/10.5539/ies.v10n1p255
Minae, I. and David, K. (2017). Teacher Professional Development Needs for Pedagogical ICT Integration in Kenya : Lessons for Transformation. European Journal of Education Studies. Retrieved from https://www.oapub.org/edu/index.php/ejes/article/view/787
Ministry of Education (MOE) (2010). General Education Quality Improvement Package. Addis Ababa : GT press.
Ministry of Education (MOE) (2013). School Improvement Program Guidelines : improving the quality of education and Students results for all children at primary and secondary schools. A.A:GT press.
Ministry of Education, (MOE) (2014). Evaluative Research of the General Education System in Ethiopia : A Quality Study. Addis Ababa
Mnistry of Education, (MOE) (2005). Educational statistic annual abstract. Addis Ababa, Ethiopia : Education Management and Information Systems
Naom, M. (2013). Continuing Professional Development Needs For English Language Teachers In Kenya. International Journal Of Research In Social Sciences.
Richards, K. (2006). "Being the teacher : identity and classroom conversation". Oxford Journals 27 (1) : 51-77. Retrieved from https://doi.org/10.1093/applin/ami041 DOI: https://doi.org/10.1093/applin/ami041
Rukia Hassan, (2014). Female Teachers' professional Development. Through Action research.
Scrivener, J. (2012) Classroom Management Techniques : Cambridge Handbooks for Language Teachers, Cambridge University Press, UK, pp. 236, 246.
Suwaed, H. (2011). Teachers' Cognition and Classroom Teaching Practice : an Investigation of Teaching English Writing at the University Level in Libya. Unpublished PhD Thesis : University of Glasgow. Retrieved from https://theses.gla.ac.uk/2963/
Syverud, K. (1993) "Taking Students Seriously : A Guide for New Law Teachers." J. Legal Education, 43, 247. Retrieved from https://heinonline.org/HOL/LandingPage?handle=hein.journals/jled43&div=27&id=&page=
Tadele Zewdie (2013). Teacher Induction and the CPD of Teachers in Ethiopia.
Tessema, K. (2006). Contradictions, challenges, and chaos in Ethiopian teacher education Journal for Critical Education Policy Studies.
Watson, R. (1997) Classroom Teaching Strategies, Prentice Hall, Europe, pp. 14-23.
Willemsen, E. (1995). "So What is the Problem ? Difficulties at the Gate." Fostering Student Success in Quantitative Gateway Courses, 61, 15-21. (Pp. 15-21). Retrieved from https://doi.org/10.1002/tl.37219956105 DOI: https://doi.org/10.1002/tl.37219956105
Workneh Abebe and Tassew Woldehanna (2013). Teacher Training and Development in Ethiopia Improving Education Quality by Developing Teacher Skills, Attitudes and Work Conditions. Retrieved from https://www.younglives.org.uk/sites/www.younglives.org.uk/files/YL-WP103_Abebe-Woldehanna-Teacher-Training.pdf
Zein, M. (2015). Factors affecting the professional development of elementary English teachers. Professional Development in Education. Retrieved from https://doi.org/10.1080/19415257.2015.1005243 DOI: https://doi.org/10.1080/19415257.2015.1005243
Zein, M. (2016). Professional development needs of primary EFL teachers : perspectives of teachers and teacher educators. Asia Pacific Journal of Education. Retrieved from https://doi.org/10.1080/19415257.2016.1156013 DOI: https://doi.org/10.1080/19415257.2016.1156013
Zhao, B., (2009). Corrective feedback and learner uptake in primary school EFL class rooms in China. The Journal of Asia TEFL, 6 (3), 45-72. Retrieved from https://www.proquest.com/openview/dbdae85df8455d5e5a6063ba8b9092e5/1?pq-origsite=gscholar&cbl=4424407
How to Cite
Copyright (c) 2022 Melkamu Kisi, Tamene Kitila, Mekuria Zewdie
This work is licensed under a Creative Commons Attribution 4.0 International License.
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere.
- That its release has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Authors who publish with International Journal of Engineering Technologies and Management Research agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
For More info, please visit CopyRight Section