Jul 2026· Profile Issues in Teachers' Professional Development· Vol 28, pp. 15-31· 0 citations· 43 references
Abstract
This study investigates preservice and in-service English language teachers’ perceptions of online teacher education courses in Uruguay, using a mixed-methods design with 65 participants from both groups. It analyzes patterns in resource use, course organization, assessment transparency, instructor presence, and perceived professional learning outcomes within the specific contexts of English language teaching. Findings indicate that both groups highly value clear instructional design, transparent assessment resources, expert instructor support, and constructive feedback aligned with language teaching standards. Notable differences emerge in resource consultation (reactive vs. systematic), collaboration preferences (a stronger emphasis on peer learning among in-service teachers), and workload management challenges, reflecting distinct professional stages and career trajectories in English language teaching.
This research investigates how young English educators are perceived in terms of authority and its impact on classroom discipline and student engagement in Ecuadorian high schools. A mixed-methods approach was used, combining a 30-question Likert-scale questionnaire for students with teacher surveys and focus groups. Q...
Jama Cagua Michelli Stefania· Ciencia Latina Revista Cient...· 0 citations
This study investigated Thai pre-service English teachers' perceptions of effective feedback during micro-teaching sessions at Buriram Rajabhat University. A mixed-methods approach was employed to collect data from 158 fourth-year English major students between 2022 and 2024 using a questionnaire and self-reflection jo...
Sineenat Wattanasuk, Phatrinthorn Bunthawee· Journal of English Language...· 0 citations
Professional identity is a key outcome of initial teacher education because it shapes how pre-service teachers understand their professional roles, respond to classroom situations, exercise agency, and develop commitment to teaching. This study compares four pedagogical models widely used in teacher preparation – Commu...
G. Yessengosova, A. Nurtayeva· Journal of education and sci...· 0 citations
Although many South African learners are not fluent in English, they are required to study subjects in this language due to resource limitations and the global importance of English for educational and career advancement. With this study we explored learners’ perspectives on the influence of teachers in learning Englis...
Lamla Notshulwana, F. Munir· South African Journal of Edu...· 0 citations
Despite extensive instruction in English, many undergraduate English majors in Nigeria continue to experience difficulties developing practical proficiency in listening, speaking, reading, and writing. One contributing factor is the limited emphasis on explicit instruction in how to learn and regulate language learning...
Muhammad Mukhtar Aliyu· JETLEE : Journal of English...· 0 citations
