Teacher Development Groups: Growth Through Cooperation

Authors

  • Katrina Oliphant University of hawaii

Keywords:

ESL, teacher development, teacher's groups, teacher networks

Abstract


As a student working towards a Master's Degree in ESL, I often ponder the career choices that will be available to me upon completion of the program. Having made the commitment to professional development implicit in my decision to return to university, I hope to find a postion in an EFL setting that will nurture my desire for continued growth as a teacher. But how realistic is that prospect? My experience has shown me that many of the private language schools abroad are indifferent to teacher development; in fact, they often hire teachers with no qualifications. Profit, rather than the quality of teaching guides their decision-making. As long as their students continue to accept unqualified (and thus low-paid) teachers, they will have no motivation to hire professionals who will demand higher salaries. Even many of the more serious teaching institutions provide little or no in-service training

 

How to reference this article: Oliphant, K. (1997). Teacher Development Groups: Growth Through Cooperation. Íkala, Revista de Lenguaje y Cultura, 1, 1(1-2). 67-86.

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Author Biography

Katrina Oliphant, University of hawaii

Department of ESL.University of Hawaii, U.S.A. 

References

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Published

1996-03-17

How to Cite

Oliphant, K. (1996). Teacher Development Groups: Growth Through Cooperation. Íkala, Revista De Lenguaje Y Cultura, 1(1-2), 67–86. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/8035

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Articles