EFL Teachers’ Beliefs about Teacher Training

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  • Title: EFL Teachers’ Beliefs about Teacher Training
  • Author(s): Virasuda Sribayak, Kittitouch Soontornwipast
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Common Ground Open
  • Journal Title: The International Journal of Interdisciplinary Organizational Studies
  • Keywords: Teacher Professional Development, Teacher Training, Beliefs, EFL
  • Volume: 9
  • Issue: 1
  • Year: 2015
  • ISSN: 2324-7649 (Print)
  • ISSN: 2324-7657 (Online)
  • DOI: https://doi.org/10.18848/2324-7649/CGP/v09i01/23-34
  • Citation: Sribayak, Virasuda, and Kittitouch Soontornwipast. 2015. "EFL Teachers’ Beliefs about Teacher Training." The International Journal of Interdisciplinary Organizational Studies 9 (1): 23-34. doi:10.18848/2324-7649/CGP/v09i01/23-34.
  • Extent: 12 pages

Abstract

Teacher professional development (TPD) plays a key role in improving the quality of education. Both public and private educational institutions in Thailand see an importance of TPD and then provide teachers with many forms of TPD—orientation, training, and workshop—to enhance teachers’ knowledge and skills. Despite its great benefits, PD is seen as a burden to many teachers. This study aimed to investigate English as a Foreign Language (EFL) teachers’ beliefs about teacher training. The data were collected from 60 school teachers with non-English major who were assigned to teach English using a questionnaire consisting of both close-ended and open-ended questions. After that, selected participants were semi-structured interviewed. The results showed that the majority of the participants were aware of the benefits of continuing professional development. The study also revealed some areas of contradiction and variation regarding teachers’ perception of teacher training and the impact of teacher training on their personal and professional life.