EFL Teachers’ Beliefs about Teacher Training

By Virasuda Sribayak and Kittitouch Soontornwipast.

Published by The International Journal of Interdisciplinary Organizational Studies

Format Price
Article: Print $US10.00
Article: Electronic Free Download

Teacher professional development (TPD) plays a key role in improving the quality of education. Both public and private educational institutions in Thailand see an importance of TPD and then provide teachers with many forms of TPD—orientation, training, and workshop—to enhance teachers’ knowledge and skills. Despite its great benefits, PD is seen as a burden to many teachers. This study aimed to investigate English as a Foreign Language (EFL) teachers’ beliefs about teacher training. The data were collected from 60 school teachers with non-English major who were assigned to teach English using a questionnaire consisting of both close-ended and open-ended questions. After that, selected participants were semi-structured interviewed. The results showed that the majority of the participants were aware of the benefits of continuing professional development. The study also revealed some areas of contradiction and variation regarding teachers’ perception of teacher training and the impact of teacher training on their personal and professional life.

Keywords: Teacher Professional Development, Teacher Training, Beliefs, EFL

The International Journal of Interdisciplinary Organizational Studies, Volume 9, Issue 1, February 2015, pp.23-34. Article: Print (Spiral Bound). Article: Electronic (PDF File; 483.443KB).

Virasuda Sribayak

Lecturer, Language Institute, Thammasat University, Bangkok, Thailand

Dr. Kittitouch Soontornwipast

Vice Director for Planning, Research, and Academic Quality, Language Institute, Thammasat University, Bangkok, Thailand