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ESOL Teacher Educators' Professional Learning Activities and Perceived Training Needs: Still a Pending Task
Sat, April 23, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Rancho Santa Fe 1Abstract
This study investigates the initiatives Chilean university-based ESOL teacher educators engage in to continue learning and their perceived professional learning needs. Data is drawn from a national survey and a focus group. The results suggest that individual formal learning opportunities that are highly valued by higher education institutions are widely preferred. Their professional learning needs relate to enhancing their research skills and practice, advancing knowledge about diversity in the classroom and technology literacy, and promoting collaborative peer-learning. This study highlights the importance of identifying these needs as a foundation to design initiatives that meet the demands of the profession. Recommendations to promote a view of professionalism that recognises their ability to manifest ideas and agency to effect change are discussed.