EFL Secondary Teachers’ Perceptions Toward Blended In-service Teacher Training
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The present study aims to offer a brief review of the characteristics of a 6-month blended in-service teacher training program (3-month non-residential training in Korea and 3-month residential training in USA) from September 2012 to February 2013. This study also explores its effects with a specific focus on teachers’ perceptions towards the training program they have experienced. Thirteen secondary English teachers were involved in this study. The main instrument employed in this study was a questionnaire asking for the participants’ perceptions about the effectiveness of teacher training program. Also, data were collected through a semi-structured interview with five out of the thirteen teachers who participated in the questionnaire. The study proves that the program has a significantly positive effect on improving participating teachers’ classroom English proficiency throughout 6-month training. While the surveyed teachers’ perceptions were found to be not overall satisfactory in the non-residential training, their overall response toward 3-month residential training was positive. The study also suggests possible ways of maximizing the effectiveness of the 6-month blended training program for future applications. This study provides a more in-depth understanding and identification of issues in teacher education research
Abstract
The present study aims to offer a brief review of the characteristics of a 6-month blended in-service teacher training program (3-month non-residential training in Korea and 3-month residential training in USA) from September 2012 to February 2013. This study also explores its effects with a specific focus on teachers’ perceptions towards the training program they have experienced. Thirteen secondary English teachers were involved in this study. The main instrument employed in this study was a questionnaire asking for the participants’ perceptions about the effectiveness of teacher training program. Also, data were collected through a semi-structured interview with five out of the thirteen teachers who participated in the questionnaire. The study proves that the program has a significantly positive effect on improving participating teachers’ classroom English proficiency throughout 6-month training. While the surveyed teachers’ perceptions were found to be not overall satisfactory in the non-residential training, their overall response toward 3-month residential training was positive. The study also suggests possible ways of maximizing the effectiveness of the 6-month blended training program for future applications. This study provides a more in-depth understanding and identification of issues in teacher education research
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