A BROAD PERSPECTIVE ON PROFESSIONAL DEVELOPMENT OF LANGUAGE TEACHERS AND COVERING VARIOUS STRATEGIES
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Language teaching, professional development, reflective practice, teacher training, TESOL, workshops, mentoring, action researchAbstrak
This study explores the multifaceted approaches to professional development (PD) for language teachers, grounded in the work of Richards and Farrell (2005). The evolving demands of language education require educators to continuously adapt and refine their teaching practices. This research synthesizes theoretical frameworks, including constructivism and reflective practice, with practical PD strategies such as workshops, peer collaboration, mentoring, and action research. A mixed-methods approach was employed, incorporating surveys and interviews with practicing language teachers, complemented by institutional case studies. Results reveal that while formal education remains foundational, ongoing support through mentorship, collaboration, and reflective practice significantly enhances teaching efficacy. The study underscores the importance of accessible, context-sensitive, and teacher-led PD initiatives, advocating for policy and institutional support to embed lifelong learning into teaching careers.
Iqtiboslar
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