SELF-DEVELOPMENT STRATEGIES FOR THE ENHANCEMENT OF EFL TEACHERS
Article Sidebar
Main Article Content
Abstract
The study is a follow-up to two earlier empirical searches conducted on the state of EFL in Nigeria but with a global relevance. It is born out of a passion to provide impetus to teachers and a transformation in the state of EFL in Nigeria in particular and the world in general; in view of the lackadaisical disposition observed among many teachers of English. UNESCO (2014, p. 9) declares that an educational system is only as good as its teachers. Hence professional self-development (PSD) is germane to the process of promoting excellent English language learning. The paper explicates the concept of PSD , the different strategies such as self-orientation, self-mentoring, peer-coaching, critical incidents, action research, teaching portfolios, teacher support groups, journal writing, among others; beams a searchlight on the challenges of PSD like economic downturn and unfriendly work environment, provides counsel to EFL teachers by enumerating the benefits of PSD which include deep rooted satisfaction and confidence, respect and honour, relevance and growth with its attendant intellectual and material gains. It concludes that PSD is a composite act that enhances not only the teacher but also the learners, learning, the language and the world.
Keywords: self-development, strategies, teachers, EFL
Article Details
Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.
References
Bhatta, T. R. (2011). Self – directed professional development: Success Mantra or a myth? Neltachoutari, October Issue Developing Teachers’ Professionalism: An Ongoing Process. Retrieved from https://neltachouri.wordpress.com/2011/10/01
Freeman, D (1989). Teacher training, development, and decision making: A model teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27–45.
Okpe, A. A., & Onjewu, M. A. (2006): The abolishment of teachers’ training colleges and its implications on ELT in Nigeria: Procedia: A Journal of Social and Behavioural Sciences 00 (2016) 000-000 at www.sciencedirect.com
Okpe, A.A., & Onjewu, M. A. (2005). EF/EL2 in Nigeria: ‘A Choice or a Charade’? Procedia: A Journal of Social and Behavioural Sciences 00 (2015) 000-000 at www.sciencedirect.com
Parry, J. (2015). Foreword to British Council “Professional development for English Language teachers: Perspectives from higher education in Turkey”.
S. Burg (Ed). Retrieval from www.britishcouncil.org.tr
Rossner, R. (1992). Where there’s a will ‒ facilitating teacher development. Teacher Development Newsletter, 18, 4–5.
Underhill, A. (1986). Editorial. Teacher Development Newsletter, 9,4.
UNESCO. (2014). Teaching and learning: Achieving equity for all. 11th EFA global monitoring report. Paris: UNESCO.