Investigating Self Professional Development in Teaching English: The Case of English College Teachers’ Role as Models
Keywords:
Model, Self Professional Development, English College Teachers, Efforts
Abstract
Self Professional Development is one of the key factors in Foreign Language Learning, and therefore strategies in developing English professional college teachers should be seen as an important aspect of improving English lecturers’ role as models. This study was done through a survey to 30 EFL college teachers of PGRI Teacher Training College and State Islamic Institute of Tulungagung, a small town in East Java, Indonesia, in order to underline the basis of making a decision on improving efforts for the sake of creating English Professional Development college teachers who are influential toward the success of English teaching and learning process. The instrument -a questionnaire including three open ended questions-was developed in accordance to reviewing some related research articles about professional developing. This study reveals the fact that to be a professional English college teachers, one should develop ten professional efforts namely perceived professional identity as model; career development needs, theoretical and content knowledge; practical knowledge and professional skills; professional networking; pedagogical content knowledge; perceived benefits of ICT use to students (perceived by the teacher); perceived benefits to the college teachers (self); engaging conducting research.References
Anderson, L. W. (2004). Increasing Teacher Effectiveness (2nd ed.). Paris: UNESCO.
AOC, & FENTO. (2001). Mentoring Towards Excellence. United Kingdom: Minister for Adults Skills.
Ary, D., Jacobs, C. L., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education (8th ed.). USA: Woodsworth, Cengage Learning.
Banno, E. (2003). A Cross-Cultural Survey of Students “Expectation of Foreign Language Teachers.” Foreign Language Annuals, 36(3), 339–346.
Benn-Peretz, M., Klleman, S., Reichenberg, R., & Shimoni, S. (2010). Educators of Educators: Their Goals, Perceptions and Practices. Professional Development in Education, 36, 111–129.
Boei, F., Dengerink, J., Geurse, J., Kools, Q., Koster, B., Lunenberg, M., & Willemse, M. (2015). Supporting the Professional Development of Teacher Educators in a Productive Way. Journal of Education for Teaching, 41, 351–368.
Brown, H. D. (2014). Teaching by Principles: An Interactive Approach to Language Pedagogy. Upper Saddle River, NJ: Prentice Hall Regents.
Byrnes, H. (2012). Advanced Language Proficiency. In S. M. Gass & A. Mackey (Eds.), The Routlegde Handbook of Second Language Acquisition (pp. 506–520). New York: Routledge.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a Model of a Teacher Professional Growth. Teaching and Teacher Education. Teaching and Teacher Education, 18, 947–967.
Coldron, J., & Smith, R. (1999). Active Location in Teachers’ Construction of Their Professional Identities. Journal of Curriculum Studies, 31(6), 711–726.
Conlink, H. (2010). Preparing Novice Teacher Educators in the Pedagogy of Teacher Education. Action in Teacher Education, 37, 317–333.
Dean, A. R. C. (2015). Becoming a Reflective Educator and Journal. Reflective Journal, 1–9.
Demirezen, M., & Ozonder, O. (2016). Turkish English Teachers’ Professional Teacher Self as One of the Possible Selves. In International Conference on Teaching and Learning English as an Additional Language Glob ELT (Vol. 232, pp. 451–458). Science Direct.
Dengerink, J., Lunenberg, M., & Kools, Q. (2015). What and How Teacher Educators Prefer to Learn. Journal of Education for Teaching, 41, 78–96.
Dogan, S. F., & Yagiz, O. (2015). Listening to ELT Teachers’ Voices: Perceptions of Personal Professional Development in Relation to Their Gender, Teaching Experience and Institutions. Journal of Education & Social Policy, 2(6), 54–61.
Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. D. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9–41). Bristol, UK: Multilingual Matters.
Dörnyei, Z., & Ushioda, E. (2013). Teaching and Researching Motivation. New York: Routledge.
Dunn, T., & Shriner, C. (1999). Deliberate Practice in Teaching: What Teachers do for Self-Improvement. Teaching and Teacher Education, 15, 631–651.
Elbaz, F. (1992). Hope, Attentiveness and Caring for Difference: The Moral Voice’. Teaching and Teacher Education, 8(5/6), 421–432.
Farmer, F., & Nucamedi, M. (2004). A Taxonomy of Professionalism in ELT. Association Nacional Universitaria de Profesores de Ingles, A.C. Retrieved from http://www.anupi.org.mx/PDF/04001_FrankFarmer.pdf
Geijsel, F., Sleegers, P., Stoel, R., & Kreiger, M. (2009). The Effect of Teacher Psychological, School Organizational and Leadership Factors on Teachers’ Professional Learning in Dutch Schools. The Elementary School Journal, 109(4), 406–427.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement. American Educational Research Journal, 37, 479–507.
Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What Should Teacher Educators Know and be Able to do? Perspectives from Practicing Teacher Educators. Journal of Teacher Education, 65(4), 284–302.
Hadley, G., & Yoshioka-Hadley, H. (1996). The Culture of Learning and the Good Teacher in Japan: An Analysis of Students Views. The Language Teacher, 20(9), 53–55.
Hainsworth, K. (2005, April). Act Positive Over Negative. Retrieved April 21, 2017, from http://www.guardian.co.uk/money/2005/may/28/careers.postgraduate
Halai, A. (2006). Mentoring in-service Teachers: Issues of Role Diversity. Teaching and Teacher Education, 22, 700–710.
Harland, J., & Kinder, K. (1997). Teachers’ Continuing Professional Development: Framing Model of Outcomes. Journal of in-Service Education, 23(1), 71–84.
Harmer, J. (1998). How to Teach English. Essex: Pearson Education.
Hay, M. (2000). Research into Teacher Effectiveness: A Model of Teachers’ Effectiveness. Norwich: The Crown Copyright Unit.
Hayes, D. (2005). Exploring the Lives of Non-native Speaking English Educators in Sri Lanka. Teachers and Teaching, 11, 169–194.
Higgins, E. (1987). Self-discrepancy: A Theory Relating Self and Affect. Psychological Review, 94, 319–340.
Hiver, P. (2013). The Interplay of Possible Language Teacher Selves in Professional Development Choices. Language Teaching Research, 17(2), 210–227.
Kubanyiova, M. (2006). Developing a Motivational Teaching Practice in EFL Teachers in Slovakia: Challenges of Promoting Teacher Change in Slovakia: Challenges of Promoting Teacher Change in EFL Contexts. TESL-EJ, 10, 1–17.
Kubanyiova, M. (2009). Possible Selves in Language Teacher Development. In Z. Dornyei & E. Ushida (Eds.), Motivation, Language Identity and the L2 Self (pp. 314–332). Bristol: Multilingual Matters.
Leung, C. (2009). Second Language Teacher Professionalism. In A. Burns & J. Richards (Eds.), The Cambridge to Second Language Teacher Education (pp. 49–58). New York: Cambridge University Press.
Lougran, J. (2014). Professionally Developing as a Teacher Educator. Journal of Teacher Education, 65(4), 1–13.
Machida, T. (2011, February). Teaching English for the First Time: Anxiety Among Japanese Elementary-School Teachers. Unpublished Doctoral Dissertation, Urbana, Illinois. Retrieved from https://www.ideals.illinois.edu/bitstream/handle/2142/24324/Machida_Tomohis a.pdf?sequence=1
Mann, S. (2005). The Language Teacher’s Development. Language Teaching, 38, 103–118.
McDiarmid, G. W. (1993). Teacher Education: a Vital Part of the Equity Issue. State Education Leader, 12(1), 11.
Medgyes, P. (2001). When the Teacher is a Non-native Speaker. In M. Celce-Murcia (Ed.), Teaching as a Second or Foreign Language (pp. 249–442). Boston: Heinle & Heinle.
Minott, M. (2010). Reflective Teaching as Self-directed Professional Development: Building Practical Work-related Knowledge. Professional Development in Education, 36, 325–338.
Moon, J. (2005). Guide for Busy Academics No. 4: Learning Through Reflection. Higher Education Academy.
Moradkahni, S., Akbari, R., GhafarSamar, R., & Kiany, G. (2013). English Language Teacher Educators’ Pedagogical Knowledge Base: The Macro and Micro Categories. Australian Journal of Teacher Education, 38, 123–141. Retrieved from http://ro.ecu.au/cgi/viewcontent.cgi?article=2165&conetxt=ajte
Mushayikwa, E. (2006). Investigating the Impact of Information Communication Technology on Self –directed Professional Development of Teachers. Florida: Boca.
Mushayikwa, E., & Lubben, F. (2009). Self-directed Professional Development: Hope for Teachers working in Deprived Environments? Teaching and Teacher Education, 23, 375–382.
OEDC. (2009). Creating Effective Teaching and Learning Environments. First Result from TALIS. Paris: OECD Publications.
Ofsted. (2004). Why Colleges Succeed. Retrieved April 21, 2017, from http://dera.ioe.ac.uk/5184/1/Why colleges succeed (PDF format).pdf
Permendikans. (2007). Competencies and Academic Qualification of Teachers Number 16 Year 2007. Jakarta: Ministry of Education Regulation of Republic of Indonesia.
Richards, J. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge: Cambridge University Press.
Richards, L. (2005). Handling Qualitative Data. A Practical Guide. London: SAGE Publication, Inc.
Rollet, B. (2001). How do Expert Teachers View Themselves? In F. Banks & A. Shelton-M (Eds.), Early Professional Development for Teachers (pp. 27–38). London: David Fulton Publishers.
Rowe, K., & Sikes, J. (1989). The Impact of Professional Development in Teachers’ Self Perceptions. Teaching and Teacher Education, 3, 129–141.
Sabzien, F., & Gilakjani, P. A. (2013). Teachers’ Attitude about Computer Technology Training, Professional Development, Integration, Experience, anxiety, and Literacy in English Language Teaching and Learning. International Journal of Applied Science and Technology, 2(1), 67–75.
Scales, P., Briddon, K., & Senior, L. (2013). Teaching in the Lifelong Learning Sector. New York: Open University Press.
Sedova, K., Sedlacek, M., & Svaricek, R. (2016). Teacher Professional Development as a Means of Transforming Student Classroom Talk. Teacher and Training Education, 37, 14–25.
Sercu, L. (2005). Foreign Language Teachers and the Implementation of Intercultural Education: A Comparative Investigation of the Professional Self-concept and Teaching Practices of Belgian Teachers, French, and German. European Journal of Teacher Education, 28(1), 87–105.
Shagrir, L. (2010). Professional Development of Novice Teacher Educators: Professional Self, Interpersonal Relations and Teaching Skills. Professional Development in Education, 36, 45–60.
Shimizu, K. (1995). Japanese College Student Attitudes Towards English Teachers: A Survey. The Language Teacher, 19(10), 5–8.
Shteiman, Y., Gidron, A., Ellon, B., & Katz, P. (2010). Writing as a Journey of Professional Development for Teacher Educators. Professional Development in Education, 36, 339–356.
Singh, G., & Richards, J. (2006). Teaching and Learning in the Language Teacher Education Course Room: A Critical Sociocultural Perspective. RELC Journal, 37, 149–175.
Snoek, M., Swennen, A., & van der Klink, M. (2011). The Quality of Teacher Educators in the European Policy Debate: Actions and Measures to Improve the Professionalism of Teacher Educators. Professional Development in Education, 37, 651–664.
Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theoy Procedures and Techniques. New Bury Park, CA: SAGE Publication, Inc.
Sutopo, H. B. (2002). Metodologi Penelitian Kualitatif: Dasar Teori dan Penerapannya dalam Penelitian. Surakarta: Sebelas Maret University Press.
Swennen, A., Jones, K., & Volman, M. (2010). Teacher Educators: Their Identities,Sub-identities and Implications for Professional Development. Professional Development in Education, 36, 131–148.
Tack, H., & van Swet, J. (2010). I can only learn in dialogue: Exploring Professional Identities in Teacher Education. Professional Development in Education, 36, 149–168.
Tafael, L., & Bertani, A. (1992). Recontualizaing Staff Development for Systemic Change. Journal of Staff Development, 12(4), 41–45.
Tam Dam, G., & Blom, S. (2006). Learning Through Participation. The potential of School-based Teacher Education for Developing a Professional Identity. Teaching and Teacher Education, 22, 647–660.
UK, L. L. (2007). Overarching Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector. Retrieved April 21, 2017, from http://www.et-foundation.co.uk/wp-content/uploads/2014/04/new-overarching-standards-for-ttt-in-lifelong-learning-sector.pdf
van Eekelen, I. M., Vermunt, J. D., & Boshuizen, H. P. A. (2006). Exploring Teachers’ Will to Learn. Teaching and Teacher Education, 22, 408–423.
Wheatley, K. (2002). The Potential Benefits of Teacher Efficacy Research. Teaching and Teacher Education, 21, 747–766.
Yin, R. (2003). Case Study Research: Design and Methods (3rd ed.). London: SAGE Publication, Inc.
Yurtsever, G. (2013). English Language Instructors’ Beliefs on Professional Development Models and Preferences to Improve Their Teaching Skills. In Akdeniz Language Studies Conference 2012 (pp. 666–674). Science Direct.
Zemblays, M. (2004). The Emotional Characteristics of Teaching: An Ethnographic Study of One Teacher. Teaching and Teacher Education, 20, 185–201.
AOC, & FENTO. (2001). Mentoring Towards Excellence. United Kingdom: Minister for Adults Skills.
Ary, D., Jacobs, C. L., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education (8th ed.). USA: Woodsworth, Cengage Learning.
Banno, E. (2003). A Cross-Cultural Survey of Students “Expectation of Foreign Language Teachers.” Foreign Language Annuals, 36(3), 339–346.
Benn-Peretz, M., Klleman, S., Reichenberg, R., & Shimoni, S. (2010). Educators of Educators: Their Goals, Perceptions and Practices. Professional Development in Education, 36, 111–129.
Boei, F., Dengerink, J., Geurse, J., Kools, Q., Koster, B., Lunenberg, M., & Willemse, M. (2015). Supporting the Professional Development of Teacher Educators in a Productive Way. Journal of Education for Teaching, 41, 351–368.
Brown, H. D. (2014). Teaching by Principles: An Interactive Approach to Language Pedagogy. Upper Saddle River, NJ: Prentice Hall Regents.
Byrnes, H. (2012). Advanced Language Proficiency. In S. M. Gass & A. Mackey (Eds.), The Routlegde Handbook of Second Language Acquisition (pp. 506–520). New York: Routledge.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a Model of a Teacher Professional Growth. Teaching and Teacher Education. Teaching and Teacher Education, 18, 947–967.
Coldron, J., & Smith, R. (1999). Active Location in Teachers’ Construction of Their Professional Identities. Journal of Curriculum Studies, 31(6), 711–726.
Conlink, H. (2010). Preparing Novice Teacher Educators in the Pedagogy of Teacher Education. Action in Teacher Education, 37, 317–333.
Dean, A. R. C. (2015). Becoming a Reflective Educator and Journal. Reflective Journal, 1–9.
Demirezen, M., & Ozonder, O. (2016). Turkish English Teachers’ Professional Teacher Self as One of the Possible Selves. In International Conference on Teaching and Learning English as an Additional Language Glob ELT (Vol. 232, pp. 451–458). Science Direct.
Dengerink, J., Lunenberg, M., & Kools, Q. (2015). What and How Teacher Educators Prefer to Learn. Journal of Education for Teaching, 41, 78–96.
Dogan, S. F., & Yagiz, O. (2015). Listening to ELT Teachers’ Voices: Perceptions of Personal Professional Development in Relation to Their Gender, Teaching Experience and Institutions. Journal of Education & Social Policy, 2(6), 54–61.
Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. D. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9–41). Bristol, UK: Multilingual Matters.
Dörnyei, Z., & Ushioda, E. (2013). Teaching and Researching Motivation. New York: Routledge.
Dunn, T., & Shriner, C. (1999). Deliberate Practice in Teaching: What Teachers do for Self-Improvement. Teaching and Teacher Education, 15, 631–651.
Elbaz, F. (1992). Hope, Attentiveness and Caring for Difference: The Moral Voice’. Teaching and Teacher Education, 8(5/6), 421–432.
Farmer, F., & Nucamedi, M. (2004). A Taxonomy of Professionalism in ELT. Association Nacional Universitaria de Profesores de Ingles, A.C. Retrieved from http://www.anupi.org.mx/PDF/04001_FrankFarmer.pdf
Geijsel, F., Sleegers, P., Stoel, R., & Kreiger, M. (2009). The Effect of Teacher Psychological, School Organizational and Leadership Factors on Teachers’ Professional Learning in Dutch Schools. The Elementary School Journal, 109(4), 406–427.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement. American Educational Research Journal, 37, 479–507.
Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What Should Teacher Educators Know and be Able to do? Perspectives from Practicing Teacher Educators. Journal of Teacher Education, 65(4), 284–302.
Hadley, G., & Yoshioka-Hadley, H. (1996). The Culture of Learning and the Good Teacher in Japan: An Analysis of Students Views. The Language Teacher, 20(9), 53–55.
Hainsworth, K. (2005, April). Act Positive Over Negative. Retrieved April 21, 2017, from http://www.guardian.co.uk/money/2005/may/28/careers.postgraduate
Halai, A. (2006). Mentoring in-service Teachers: Issues of Role Diversity. Teaching and Teacher Education, 22, 700–710.
Harland, J., & Kinder, K. (1997). Teachers’ Continuing Professional Development: Framing Model of Outcomes. Journal of in-Service Education, 23(1), 71–84.
Harmer, J. (1998). How to Teach English. Essex: Pearson Education.
Hay, M. (2000). Research into Teacher Effectiveness: A Model of Teachers’ Effectiveness. Norwich: The Crown Copyright Unit.
Hayes, D. (2005). Exploring the Lives of Non-native Speaking English Educators in Sri Lanka. Teachers and Teaching, 11, 169–194.
Higgins, E. (1987). Self-discrepancy: A Theory Relating Self and Affect. Psychological Review, 94, 319–340.
Hiver, P. (2013). The Interplay of Possible Language Teacher Selves in Professional Development Choices. Language Teaching Research, 17(2), 210–227.
Kubanyiova, M. (2006). Developing a Motivational Teaching Practice in EFL Teachers in Slovakia: Challenges of Promoting Teacher Change in Slovakia: Challenges of Promoting Teacher Change in EFL Contexts. TESL-EJ, 10, 1–17.
Kubanyiova, M. (2009). Possible Selves in Language Teacher Development. In Z. Dornyei & E. Ushida (Eds.), Motivation, Language Identity and the L2 Self (pp. 314–332). Bristol: Multilingual Matters.
Leung, C. (2009). Second Language Teacher Professionalism. In A. Burns & J. Richards (Eds.), The Cambridge to Second Language Teacher Education (pp. 49–58). New York: Cambridge University Press.
Lougran, J. (2014). Professionally Developing as a Teacher Educator. Journal of Teacher Education, 65(4), 1–13.
Machida, T. (2011, February). Teaching English for the First Time: Anxiety Among Japanese Elementary-School Teachers. Unpublished Doctoral Dissertation, Urbana, Illinois. Retrieved from https://www.ideals.illinois.edu/bitstream/handle/2142/24324/Machida_Tomohis a.pdf?sequence=1
Mann, S. (2005). The Language Teacher’s Development. Language Teaching, 38, 103–118.
McDiarmid, G. W. (1993). Teacher Education: a Vital Part of the Equity Issue. State Education Leader, 12(1), 11.
Medgyes, P. (2001). When the Teacher is a Non-native Speaker. In M. Celce-Murcia (Ed.), Teaching as a Second or Foreign Language (pp. 249–442). Boston: Heinle & Heinle.
Minott, M. (2010). Reflective Teaching as Self-directed Professional Development: Building Practical Work-related Knowledge. Professional Development in Education, 36, 325–338.
Moon, J. (2005). Guide for Busy Academics No. 4: Learning Through Reflection. Higher Education Academy.
Moradkahni, S., Akbari, R., GhafarSamar, R., & Kiany, G. (2013). English Language Teacher Educators’ Pedagogical Knowledge Base: The Macro and Micro Categories. Australian Journal of Teacher Education, 38, 123–141. Retrieved from http://ro.ecu.au/cgi/viewcontent.cgi?article=2165&conetxt=ajte
Mushayikwa, E. (2006). Investigating the Impact of Information Communication Technology on Self –directed Professional Development of Teachers. Florida: Boca.
Mushayikwa, E., & Lubben, F. (2009). Self-directed Professional Development: Hope for Teachers working in Deprived Environments? Teaching and Teacher Education, 23, 375–382.
OEDC. (2009). Creating Effective Teaching and Learning Environments. First Result from TALIS. Paris: OECD Publications.
Ofsted. (2004). Why Colleges Succeed. Retrieved April 21, 2017, from http://dera.ioe.ac.uk/5184/1/Why colleges succeed (PDF format).pdf
Permendikans. (2007). Competencies and Academic Qualification of Teachers Number 16 Year 2007. Jakarta: Ministry of Education Regulation of Republic of Indonesia.
Richards, J. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge: Cambridge University Press.
Richards, L. (2005). Handling Qualitative Data. A Practical Guide. London: SAGE Publication, Inc.
Rollet, B. (2001). How do Expert Teachers View Themselves? In F. Banks & A. Shelton-M (Eds.), Early Professional Development for Teachers (pp. 27–38). London: David Fulton Publishers.
Rowe, K., & Sikes, J. (1989). The Impact of Professional Development in Teachers’ Self Perceptions. Teaching and Teacher Education, 3, 129–141.
Sabzien, F., & Gilakjani, P. A. (2013). Teachers’ Attitude about Computer Technology Training, Professional Development, Integration, Experience, anxiety, and Literacy in English Language Teaching and Learning. International Journal of Applied Science and Technology, 2(1), 67–75.
Scales, P., Briddon, K., & Senior, L. (2013). Teaching in the Lifelong Learning Sector. New York: Open University Press.
Sedova, K., Sedlacek, M., & Svaricek, R. (2016). Teacher Professional Development as a Means of Transforming Student Classroom Talk. Teacher and Training Education, 37, 14–25.
Sercu, L. (2005). Foreign Language Teachers and the Implementation of Intercultural Education: A Comparative Investigation of the Professional Self-concept and Teaching Practices of Belgian Teachers, French, and German. European Journal of Teacher Education, 28(1), 87–105.
Shagrir, L. (2010). Professional Development of Novice Teacher Educators: Professional Self, Interpersonal Relations and Teaching Skills. Professional Development in Education, 36, 45–60.
Shimizu, K. (1995). Japanese College Student Attitudes Towards English Teachers: A Survey. The Language Teacher, 19(10), 5–8.
Shteiman, Y., Gidron, A., Ellon, B., & Katz, P. (2010). Writing as a Journey of Professional Development for Teacher Educators. Professional Development in Education, 36, 339–356.
Singh, G., & Richards, J. (2006). Teaching and Learning in the Language Teacher Education Course Room: A Critical Sociocultural Perspective. RELC Journal, 37, 149–175.
Snoek, M., Swennen, A., & van der Klink, M. (2011). The Quality of Teacher Educators in the European Policy Debate: Actions and Measures to Improve the Professionalism of Teacher Educators. Professional Development in Education, 37, 651–664.
Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theoy Procedures and Techniques. New Bury Park, CA: SAGE Publication, Inc.
Sutopo, H. B. (2002). Metodologi Penelitian Kualitatif: Dasar Teori dan Penerapannya dalam Penelitian. Surakarta: Sebelas Maret University Press.
Swennen, A., Jones, K., & Volman, M. (2010). Teacher Educators: Their Identities,Sub-identities and Implications for Professional Development. Professional Development in Education, 36, 131–148.
Tack, H., & van Swet, J. (2010). I can only learn in dialogue: Exploring Professional Identities in Teacher Education. Professional Development in Education, 36, 149–168.
Tafael, L., & Bertani, A. (1992). Recontualizaing Staff Development for Systemic Change. Journal of Staff Development, 12(4), 41–45.
Tam Dam, G., & Blom, S. (2006). Learning Through Participation. The potential of School-based Teacher Education for Developing a Professional Identity. Teaching and Teacher Education, 22, 647–660.
UK, L. L. (2007). Overarching Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector. Retrieved April 21, 2017, from http://www.et-foundation.co.uk/wp-content/uploads/2014/04/new-overarching-standards-for-ttt-in-lifelong-learning-sector.pdf
van Eekelen, I. M., Vermunt, J. D., & Boshuizen, H. P. A. (2006). Exploring Teachers’ Will to Learn. Teaching and Teacher Education, 22, 408–423.
Wheatley, K. (2002). The Potential Benefits of Teacher Efficacy Research. Teaching and Teacher Education, 21, 747–766.
Yin, R. (2003). Case Study Research: Design and Methods (3rd ed.). London: SAGE Publication, Inc.
Yurtsever, G. (2013). English Language Instructors’ Beliefs on Professional Development Models and Preferences to Improve Their Teaching Skills. In Akdeniz Language Studies Conference 2012 (pp. 666–674). Science Direct.
Zemblays, M. (2004). The Emotional Characteristics of Teaching: An Ethnographic Study of One Teacher. Teaching and Teacher Education, 20, 185–201.
Published
2018-06-27
How to Cite
Nurhayati, D. A. (2018). Investigating Self Professional Development in Teaching English: The Case of English College Teachers’ Role as Models. Dinamika Ilmu, 18(1), 91-108. https://doi.org/10.21093/di.v18i1.1034
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