English language teacher development in a Russian university: context, problems and implications
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2017-02-02Subjects
English language assessmentEnglish language teaching
Russia
X162 Teaching English as a Foreign Language (TEFL)
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The evaluation of teacher professional development efficiency has always been an issue that has attracted attention of professionals in education. This paper reports on the results of a two-year English language teacher professional development programme following a Needs Analysis study conducted by Cambridge ESOL in 2012. Longitudinal research shows that in Russia English language teaching has several problems which exist throughout decades. This article focuses on some of them: class interaction mode; the use of native (Russian) language in class; error correction strategies employed by teachers. A new approach to evaluation was employed by asking students and teachers the same questions from different perspectives on areas identified during the needs analysis study. The results varied in significance, though some positive changes have been noticed in class interaction mode, little has changed in the error correction strategies, the use of Russian in the classroom seems to be quite reasonable and does not interfere with learning. Overall, the study may be useful for general audience, especially for the post-Soviet countries as it provides evidence of change management and their impact on ELT. The findings presented in this paper seek to contribute to the formulation or adjustment of policies related to educational reforms, such as curriculum reform and teacher professional development in non-English-speaking countries.Citation
Rasskazova T, Guzikova M, Green A (2017) 'English language teacher development in a Russian university: Context, problems and implications', Ampersand, 4 (), pp.1-9.Publisher
ElsevierJournal
AmpersandAdditional Links
https://www.sciencedirect.com/science/article/pii/S2215039016300261Type
ArticleLanguage
enISSN
2215-0390EISSN
2215-0390ae974a485f413a2113503eed53cd6c53
10.1016/j.amper.2017.01.001
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