Factors Influencing Teachers’ Professional Learning: A Study of Turkish EFL Teachers
Abstract
The primary aim of this study is to investigate the factors influencing teachers’ professional learning the most among four factors; (a) teacher cognition and beliefs, (b) teacher emotions, (c) teacher motivation, and (d) contextual variables and find out whether or not there is a difference among teaching experience and degree in terms of teacher learning. The research sample consisted of 1015 teachers of English from different cities, teaching levels, and various ages in Turkey. In order to find out what factors influence English Teachers’ professional learning the most, English Language Teacher Learning Scale (ELTLS) was used. According to the results, teacher cognition and beliefs factor influenced teacher learning the most and contextual variables were the second influencing factor. When the differences were examined it was found out that there was a significant difference only between teacher cognition and beliefs, and teacher experience. The post-hoc test revealed that there was a significant difference between 21 and above year-experienced teachers and 0-5 year-experienced in teacher cognition and beliefs factor.
Keywords
Full Text:
PDFReferences
Al-Mekhlafi, A., & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of Instruction, 4(2), 69-92.
Aliakbari, M., & Malmir, B. (2017). Development and validation of an English language teacher learning scale. Cogent Education, 4(1),
Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16.
Bantwini, B. D., & King-McKenzie, E. L. (2011). District officials' assumptions about teacher learning and change: Hindering factors to curriculum reform implementation in South Africa. International Journal of Education, 3(1), 1-25.
Borg, S. (1998). Teachers’ pedagogical systems and grammar teaching: a qualitative study. TESOL Quarterly, 32(1), 9–38.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language teaching, 36(2), 81-109.
Burn, K., Hagger, H., Mutton, T., & Everton, T. (2000). Beyond concerns with self: The sophisticated thinking of beginning student teachers. Journal of Education for Teaching, 26(3), 259-278.
Dulock, H. L. (1993). Research design: Descriptive research. Journal of Pediatric Oncology Nursing, 10(4), 154-157.
Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in secondâ€language teachers' development. Teachers and Teaching, 10(3), 307-327.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and teacher education, 14(8), 835-854.
Huang, H., & Shih, Y. (2017). A Study of Primary School Teachers’ Attitudes toward Teacher Evaluation for Professional Development and Teaching Effectiveness in the Remote Districts. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 5949-5960.
İpek, H., Akçay, A., ATAY, S. B., Berber, G., Karalik, T., & Yilmaz, T. S. (2018). The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors.
Kelly, P. (2006). What is teacher learning? A socioâ€cultural perspective. Oxford review of education, 32(4), 505-519.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3), 741.
Kooy, M., & Van Veen, K. (Eds.). (2012). Teacher learning that matters: International Perspectives (Vol. 62).
Routledge research in education.
Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers' conceptual change. Springer.
Mayer, R. E., & Alexander, P. A. (2016). Learning to Write SUSAN DELA PA Z AND DEBORAH MCCU TC HEN. In Handbook of Research on Learning and Instruction (pp. 49-72). Routledge.
McNamara, O., Murray, J., & Jones, M. (Eds.). (2013). Workplace learning in teacher education: International practice and policy (Vol. 10). Springer Science & Business Media, New York
Önalan, O. (2018). EFL Teachers’perceptıons About Teachıng Grammar: A Comparatıve Study Between Novıce And Experıenced Teachers. Kara Harp Okulu Bilim Dergisi, 28(1), 109-125.
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning. Educational researcher, 29(1), 4-15.
Richardson, P. W., & Watt, H. M. (2010). Current and future directions in teacher motivation research. In The decade ahead: Applications and contexts of motivation and achievement (pp. 139-173).
Emerald Group Publishing Limited Howard House, Wagon Lane, Bingley BD161WA, UK
Sakui, K., & Cowie, N. (2011). The dark side of motivation: teachers’ perspectives on ‘unmotivation’. ELT journal, 66(2), 205-213.
Schneider K.P., Baumann U. (2019) English. In: Kühnhardt L., Mayer T. (Eds) The Bonn Handbook of Globality (pp. 375-385).
Springer, Cham.
Schunk, D. H. (2012). Learning theories an educational perspective sixth edition. Pearson. Boston, MA, 02116.
Schutz, P. A., & Lee, M. (201 Schutz, P. A., & Lee, M. (2014). Teacher emotion, emotional labor and teacher identity. Utrecht Studies in Language and Communication, 27(1), 169-186.4).
Teacher emotion, emotional labor and teacher identity. Utrecht Studies in Language and Communication, 27(1), 169-186.
Shaw, M. K. (2010). Teachers' learning of technology: Key factors and processes. University of Connecticut.
Stoll, L. (1999). Realising our potential: Understanding and developing capacity for lasting improvement. School effectiveness and school improvement, 10(4), 503-532.
Tran, T. T. (2013). Factors affecting teaching and learning English in Vietnamese universities. The Internet Journal Language, Culture and Society, 38(1), 138-145.
Vermunt, J.D. (2014). Teacher learning and professional development. In S. Krolak-Schwerdt, S. Glock, & M. Böhmer (Ed.), Teachers' professional development: Assessment, training, and learning (pp. 79-95). Rotterdam, The Netherlands: Sense.
Wall, K., & Hall, E. (2016). Teachers as metacognitive role models. European Journal of Teacher Education, 39(4), 403-418.
Yates, G. C., & Chandler, M. (1991). The cognitive psychology of knowledge: Basic research findings and educational implications. Australian Journal of Education, 35(2), 131-153.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies