What do ESL Teachers Need for Their Professional Development?: The Voice From Ontario

Kangxian Zhao, University of TorontoHong Wang, Mount Saint Vincent University

Overview

IntroductionLiterature ReviewThe Present StudyResearch FindingsDiscussionsLimitations & Future DirectionsReferences

Introduction

English as a Second Language (ESL) programs in Canada

The knowledge base of in-service ESL teachers

ESL teachers’ PD activities and needs within the Canadian context and the challenges they face

Literature Review

Peyton (1997): Renew and revitalize teacher knowledge

Darling-Hammond (1998) & Park et al. (2007): Teacher learning through study, active participation, reflection, collaboration…

Terdy (1993): Professional development models

Epstein (2001): PD needs of six language teachers in Western Canada

The Present Study

What are the professional development needs of ESL teachers?

What challenges do ESL teachers face in their professional development?

Pilot study (20 participants)QuestionnaireDescriptive analysis

The Teachers

Variables N=20 %Gender N=20 Female 13 65.0 Male 7 35.0Age N=15 21-29 2 13.3 30-39 7 46.7 40-49 6 40.0

The TeachersVariables N=20 %

Teaching Experience N=19

1-4 years 6 31.6

5-9 years 5 26.3

10-14 years 5 26.3

Over 15 years 3 15.8

Educational Qualifications N=20

Certificate 3 15.0

B.A. 9 45.0

M.A. / M.Ed. 8 40.0

The Teaching ContextsVariables N = 20 %Number of Employers N = 20 One 16 80.0 Two 2 10.0 Three 2 10.0Qualifications Required to Teach ESL N = 20

TESL Certificate 5 25.0 TESL/Bachelor’s degree 13 65.0 TESL/Bachelor’s degree/ Master’s degree 2 10.0

The Teaching ContextsVariables N = 20 %Teaching Hours Per Week N = 18 Less than 10 hours 8 44.4 10-19 hours 5 27.8 Over 20 hours 5 27.8Average Students Per Class N = 19 5-9 students 2 10.5 10-14 students 5 26.3 15-19 students 7 36.8 20-29 students 5 26.3

Teachers’ Responsibilities

Responsibilities in School

0 10 20 30 40 50 60 70 80 90 100

Research

Administration

Other

Curriculum development

Student placement

Material development

Testing

Teaching

Percent

19

13

10

9

7

4

2

1

Teaching Evaluation

How Teaching is Evaluated

0 10 20 30 40 50 60 70 80 90

Overall completion of subject contents

Your own reflections on teaching

Evaluation by inspectors

Overall inspection of your students’ work

Performance of your students in tests

Evaluation by colleagues

Anonymous student evaluation

Percent

16

8

7

4

4

3

2

Professional Development

PD Activities Participated in Over the Past 5 Years

0 10 20 30 40 50 60 70 80

Visiting other institutes

Other

Training courses

Conferences

Observing other teachers’ classes

Workshops

Percent

15

14

14

7

5

3

Learning Experiences Contributing to PD

Variables N = 18 %

Working with other teachers 11 61.1

Membership in associations 2 11.1

Internet resources 2 11.1

Writing reflective journals 2 11.1

Other informal learning 1 5.6

What do Teachers Want to Learn?What to Learn about Language Teaching

0 10 20 30 40 50 60 70 80

Communicative language teaching

Classroom management

Unit/lesson/syllabus planning

Materials development

Testing and evaluation

Computer-assisted language learning

Percent

12

6

5

4

1

1

How to Learn?

Methods of Learning Language Teaching

0 10 20 30 40 50 60

Distance education

Workshops or summer courses

Other

Working with a mentor

Working with other teachers

Obtaining feedback from observers

Formal educational opportunities

Percent

7

7

6

5

4

2

Challenges in Teachers’ PD

Limited teaching hoursEmployment & financial situation“low pay”“lack of tenured employment with

benefits available”Need more pedagogical supportCultural diversity & large groups of

monolingual studentsCost of formal education

Discussions

The importance of mentorship and peer support (Park et al., 2007; Terdy, 1993)

Informal learning within the community of practice (Lave & Wenger, 1991)

Teachers: diverse educational backgrounds and teaching experience

PD opportunities & support: limitedComputer assisted language learning:

integrating technology into ESL classrooms

Limitations & Future Directions

Small sampleContextual

factorsQuestionnaires

A broader scaleDifferent

provincesInterviews, focus

group..Interview

administrators

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