Questions and Answers
What was the primary focus of the study regarding in-service EFL teachers?
Which method was NOT used to collect data in this study?
What aspect of instructors' competences was highlighted as particularly positive in the findings?
What suggestion did the study make regarding pedagogical approaches?
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What were instructors encouraged to prioritize for better outcomes in online education?
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Study Notes
Study Overview
- Examines perceptions of in-service English as a Foreign Language (EFL) teachers about competences of instructors in the Teacher Profession Education Program (TPEP).
- Emphasis on the effectiveness of virtual modality in teacher education.
Methodology
- 79 in-service English teachers participated in an online TPEP over four months.
- Mixed-method approach using sequential explanatory research design.
- Quantitative data collected through questionnaires.
- Qualitative data obtained via semi-structured interviews with selected participants.
Key Findings
- Instructors received high ratings for pedagogical competences, indicating strong mastery of content and teaching skills.
- Recognized for their effectiveness in:
- Developing learning tools.
- Creating interactive learning opportunities.
- Instructors also demonstrated significant personal competences, enhancing engagement and motivation for students.
- Professionalism, including punctuality, was noted as crucial for achieving positive learning outcomes in an online setting.
Recommendations
- Standardization of pedagogical approaches is suggested to reduce student confusion regarding assignment criteria.
- Emphasis on prioritizing professional development opportunities to enhance both pedagogical and personal competences of teachers.
- Aim to better cater to the diverse needs of in-service EFL teachers operating in virtual learning environments.
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Description
This study investigates the perceptions of in-service EFL teachers on the competences required for instructors involved in the Teacher Profession Education Program (TPEP) with a focus on the virtual modality. Conducted with 79 teachers over four months at a private university in Indonesia, the research utilized a mixed-method approach to gather qualitative and quantitative insights.
