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dc.contributor.authorRasskazova, Tatianaen
dc.contributor.authorGuzikova, Mariaen
dc.contributor.authorGreen, Anthonyen
dc.date.accessioned2018-09-21T12:10:02Z
dc.date.available2018-09-21T12:10:02Z
dc.date.issued2017-02-02
dc.identifier.citationRasskazova T, Guzikova M, Green A (2017) 'English language teacher development in a Russian university: Context, problems and implications', Ampersand, 4 (), pp.1-9.en
dc.identifier.issn2215-0390
dc.identifier.doi10.1016/j.amper.2017.01.001
dc.identifier.urihttp://hdl.handle.net/10547/622878
dc.description.abstractThe 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.
dc.language.isoenen
dc.publisherElsevieren
dc.relation.urlhttps://www.sciencedirect.com/science/article/pii/S2215039016300261en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEnglish language assessmenten
dc.subjectEnglish language teachingen
dc.subjectRussiaen
dc.subjectX162 Teaching English as a Foreign Language (TEFL)en
dc.titleEnglish language teacher development in a Russian university: context, problems and implicationsen
dc.typeArticleen
dc.identifier.eissn2215-0390
dc.contributor.departmentUral Federal Universityen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalAmpersanden
dc.date.updated2018-09-21T11:43:42Z
dc.description.noteFor copyright reasons, we cannot put the publisher's final version, which you have attached, into the repository. Please supply a postprint (your final draft, after peer review), which we will be able to include in the repository. Correction - article is OA
refterms.dateFOA2020-04-23T08:39:52Z
html.description.abstractThe 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.


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