EFL Teacher Perspectives

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Native and Non-Native EFL Instructors’ Perspectives/ attitudes toward Teacher Trainers in terms of Observation
Abstract
This paper aims to provide answers to research questions as follows; in what ways, if at all, might I foster Native and Non-Native EFL Instructors’ Perspectives toward Teacher Trainers in terms of Peer Observation at Private University in Turkey? And how do Teacher Trainers influence native and non-native EFL Instructors’ Perspectives on observations? By conducting both qualitative and quantitative study, which looks into the details of both native and non-native EFL teachers perspectives with 6 EFL instructors from an intensive English program at Şehir University. Participants ranged in age from 27 to 47 and they are from
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According to Trent (2012), teacher identity can be divided into two main categories which are Practice and Language. These two items involves several processes like, engagement, arrangement, and creativity, transaction of implications, duty, assessment and authorizing. Teacher identity is consisted of items mentioned above. Author believes that agency and discourse occurs when Practice and Language are combined. Trent (2010) combines those items by naming it as an integrated framework of the teacher identity.
As Trent cited in (Weedon, 1997, p. 32) “the individual is always the site of conflicting forms of subjectivity" this can be considered similar with the teachers as well. Thereby, teacher identity is regarded as a process which is related to the competency of the individuals along with the social attitude of the contexts they are belong to.
Teacher identity is defined as the different kinds of structures and bunch of belief system that supports the perspective of educator mind, independence, teacher reliance on teacher educator. Australian Journal of Teacher Education made a metaphor for teacher and teacher education by using the terms purchaser and "managing an account" perspective of showing and learning instructor is 'broker'; learning is expending. (Graham and Phelps
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These professional development process might sometimes be challenging for most of the teachers as it requires great amount of pedagogical knowledge along with the research models. (Dick Alwright 2003). Therefore, teacher education or training should include both theory and practice along with the principles, methodology, approaches and philosophy.
Another important point that needs to be taken into consideration is the term ‘practical principles’ which refers to acquisition of principles including practice and reflection. Creating useful comprehension, judgment and aptitudes in isolated settings is considered indirect practice, likewise direct practice which occurs in real classroom atmosphere through direct functional involvement. (Sylvia, Angel & May

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