PROFESSIONAL ADVANCEMENT IN TEACHING FOREIGN LANGUAGES
The purpose of the following paper is to investigate the attitudes of foreign language teachers in secondary schools in Novi Sad towards professional advancement. The study was conducted by means of a survey, which included three main parts. The total number of 28 language teachers, with varying levels of education, years of experience, and gender took part in the research and according to the findings the most attended activities are workshops, seminars and teaching portfolios; whereas the least attended consist of team teaching, analysis of critical incidents, and case analysis. Furthermore, the findings suggest that the highest rated importance as well as efficiency strategies also contained workshops and seminar. Concerning low rated importance and efficiency strategies, they are self-monitoring, and analyzing critical incidents. Finally, the survey asked the participants for their suggestions for the professional development, which are discussed further in the paper.
Banđur Mandić, V. Martinović, D. & Nikolić, I. (2019). Teachers´ Training
for the New Roles in Teaching, Journal Plus Education, 25(2): 7-10.
Basturkmen, H., Loewen, S., and R. Ellis. (2004). ‘Teachers' stated beliefs
about incidental focus on form and their classroom’. Applied Linguistics, 25(2) :
Borg, S. (2003). ‘Teacher cognition in language teaching: A review of
research on what teachers think, know, believe, and do’. Language Teaching, 36 :
Burton, J. (2009). ‘Reflective Practice’. The Cambridge Guide to Second
Language Teacher Education, 298-307, Cambridge University Press.
Freeman, D. and J.C. Richards. (1996). Teacher Learning in Language
Teaching. Cambridge University Press.
Johnson, K. E. (1999). Understanding language teaching: Reasoning in
action. Boston, Heinle and Heinle.
Juszczyk,S. (2003). ‘The chosen pedagogical, sociological and
psychological aspects of the distance education’. The New Educational Review, 1 :
Juszczyk,S. (2006). ‘Education in the knowledge–based society – chosen
aspects’. The New Educational Review, 10/3-4 : 15-32.
Kojić,M., Kojić-Grandić, S. & Markov, Z. (2019). The Professional
Advanced Training of Educational Workers by Means of e-Learning and Lifelong
Learning, Journal Plus Education, 25(1):88-98.
Richards, J. C. (1998). Beyond training: Perspectives on language teacher
education. Cambridge University Press.
Richards, J. C. (1990). Second Language Teacher Education. Cambridge
Richards, J. C. (2005). Professional Development for Language Teachers.
Cambridge University Press.