The Impact of Professional Development Programs on English as a Foreign Language Instructors in Higher Education Institutions
Wedi'i Gadw mewn:
| Cyhoeddwyd yn: | Education Sciences vol. 15, no. 8 (2025), p. 1071-1091 |
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| Prif Awdur: | |
| Awduron Eraill: | |
| Cyhoeddwyd: |
MDPI AG
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| Pynciau: | |
| Mynediad Ar-lein: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Tagiau: |
Dim Tagiau, Byddwch y cyntaf i dagio'r cofnod hwn!
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MARC
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| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15081071 |2 doi | |
| 035 | |a 3244010794 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Hijjatul, Qamariah |u Doctoral School of Education, University of Szeged, 6720 Szeged, Hungary | |
| 245 | 1 | |a The Impact of Professional Development Programs on English as a Foreign Language Instructors in Higher Education Institutions | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Professional development (PD) is crucial for teacher growth, yet research on EFL instructors in higher education remains scarce. In Indonesia, PD research focuses more on secondary and primary school teachers, and the research that emphasises EFL teachers’ professionalism is limited. However, EFL teachers’ PD plays an important role in preparing future teachers for better employment opportunities and international communication, so it is a critical component of higher education curricula. This study explores the impact of professional development programs on EFL instructors in Indonesian universities, focusing on types of professional development programs and personal initiatives. Ten EFL instructors from five different universities in Indonesia were recruited using a purposive sampling technique. Using a qualitative approach with semi-structured interviews, thematic analysis reveals that most professional development efforts are self-driven rather than institutionally supported. Key impacts of professional development programs and activities they have participated in on their professionalism include research collaboration, publication skills, ELT strategy improvements, networking, reflective teaching, and language proficiency gains. The findings underscore the need for customised professional development programs that address educators’ specific contexts, ensuring sustainable enhancements in teaching practices. This study highlights the critical role of independent professional development efforts in higher education and provides insights into structuring more impactful support systems for EFL instructors globally. | |
| 651 | 4 | |a Indonesia | |
| 653 | |a Teaching | ||
| 653 | |a English teachers | ||
| 653 | |a English as a second language teaching methods | ||
| 653 | |a Teacher education | ||
| 653 | |a Professional development | ||
| 653 | |a Higher education | ||
| 653 | |a Self concept | ||
| 653 | |a English as a second language | ||
| 653 | |a Second language teachers | ||
| 653 | |a Teachers | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Elementary education | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Language proficiency | ||
| 653 | |a Research | ||
| 653 | |a Professional training | ||
| 653 | |a Elementary schools | ||
| 653 | |a Support networks | ||
| 653 | |a Secondary education | ||
| 653 | |a Language instruction | ||
| 653 | |a Employment opportunities | ||
| 653 | |a Development programs | ||
| 653 | |a Foreign languages | ||
| 653 | |a Networking | ||
| 653 | |a Employment | ||
| 653 | |a Curricula | ||
| 653 | |a Professionalism | ||
| 653 | |a English language | ||
| 653 | |a Competence | ||
| 653 | |a Job opportunities | ||
| 653 | |a Sampling | ||
| 653 | |a Sustainable development | ||
| 653 | |a Work skills | ||
| 653 | |a Educational Quality | ||
| 653 | |a High Achievement | ||
| 653 | |a Educational Resources | ||
| 653 | |a Active Learning | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Educational Methods | ||
| 653 | |a Academic Achievement | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Best Practices | ||
| 653 | |a Blended Learning | ||
| 653 | |a Classroom Techniques | ||
| 653 | |a Educational Objectives | ||
| 653 | |a Educational Environment | ||
| 653 | |a Academic Standards | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a COVID-19 | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Educational Needs | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Individual Characteristics | ||
| 700 | 1 | |a Hercz, Maria |u Department of Education, Eotvos Loránd University, 1117 Budapest, Hungary; hercz.maria@tok.elte.hu | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 8 (2025), p. 1071-1091 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3244010794/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3244010794/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3244010794/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |