Linking In-Service Education to Nonnative English Teachers' Teaching Self-Concept and Job Motivation

• In Event: 63.049 - Innovations in Professional Development for English Language Learners

Abstract

This study explores the impact of inservice education on non-native English teachers' teaching self-concept and job motivation through a qualitative multiple case study. Data were collected by observing a five-day seminar on English Language Teaching held in Turkey, conducting semi-structured interviews with 10 inservice teachers twice, and holding a total of 50 hours of observation in teachers’ classes. The data gathered from multiple sources were subjected to content analysis. The results revealed a framework for how inservice education improved teachers’ teaching self-concept and job motivation, highlighting the successful inservice education practices to be adopted for future inservice education programs.

Authors

• Iclal Sahin, Middle East Technical University Northern Cyprus Campus

• Ali Yildirim, Middle East Technical University Northern Cyprus Campus