72

  • Количество прочтений 72
  • Дата публикации 30-05-2024
  • Язык статьиIngliz
  • Страницы695-703
Ключевые слова
Ўзбек

Teachers’ quality plays a paramount role in the improvement of quality of education. A way to ensure high quality teachers is through effective continuous professional development for teachers. This present study is aimed to explore how the EFL teachers develop their professionalism particularly in terms of pedagogical and professional competencies. The result shows that there are three main themes of professional development pursuits of EFL teachers comprising of self- initiated or individual, institutional, and non-institutional professional development activities.

№ Имя автора Должность Наименование организации
1 Umarova M.A. EFL teacher of the department of English teaching Methodology O'zbekiston Davlat Jahon Tillari Universiteti
№ Название ссылки
1 1. AL-Wreikat, Y., & Abdullah, M. 2010. An Evaluation of Jordanian EFL Teachers’ In- service Training Courses Teaching Techniques Effectiveness. English Language Teaching, 3(4), 18-27.
2 2. Amin, M. 2013. What Makes Teachers of EFL Professional or Unprofessional. Dissertation, Department of English Language Education, Graduate Program of State University of Malang.
3 3. Anugerahwati, M. & Saukah, A. 2010. Professional Competence of English Teachers in Indonesia: A Profile of Exemplary Teachers. Indonesian Journal of English Language Teaching, 6 (2), 107-117
4 4. Brown, D. 2007. Teaching by Principles: an Interactive Approach to Language Pedagogy (3rd Ed). Englewood Cliffs, N.J.: Prentice-Hall
5 5. Chan, G. 2011. The Professional Development of Pre service Teachers in a Postgraduate Diploma in Education Program. Practice and Theory in Systems of Education, 6(2), 185-196.
6 6. Davidson, G., Dunlop, F., Soriano. D H., Kennedy, L., & Philips. T. 2012. Going forward: Continuing Professional Development for English Language Teachers in the UK. British Council.
7 7. Harun, M. and Al-Amin, S. 2013. Continuous Teacher Development through Reflective Teaching and Action Research. Bangladesh Research Publications Journal, 8 (1), 69-78.
8 8. Hussein, R. 2014. A Profile of Exemplary Teachers of English for Young Learners at the Elementary Schools. Journal Pendidikan Humaniora, 2(4), 311-321.
9 9. Johnny, J. 2009. Ways to Continuing Professional Development. www.teachingenglish.org.uk/articles/ways-continuing-professional-development, retrieved in April 2012.
10 10. Johnson, E., & Golombek, R. 2011. Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development. New York: Routledge. Karimi, N. 2011. The Effects of Professional Development Initiatives on EFL Teachers’ Degree of Self Efficacy. Australian Journal of Teacher Education, 36(6), 50-62.
11 11. Kasi, F. 2011. Collaborative Action Research: An Alternative Model for EFL. The Asian EFL Journal Quarterly, 12(3), 98-117
12 12. Abdullaeva, N. R. (2020). THE PERFECT TEACHING METHOD: CASE OF UZBEKISTAN. Theoretical & Applied Science, (7), 10-15.
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