Expert and Experienced Teachers

A key issue in language teacher education is what teachers need to learn in language teacher programs and how this learning impacts their language teaching practices. The seeds for teacher professionalism are planted and nourished during teacher education programs to develop independently after graduation from pre-service teacher educations. The purpose of this study was to investigate English teacher education programs and their effects on novice/experienced English language teachers' professionalism in Iran. The researchers used purposeful sampling to select 150 participants from five Farhangian University Branches in Iran (2016-2017). For this purpose, a computerized questionnaire was constructed and validated. A one-way ANOVA indicated that out of the four dimensions of professionalism-professional development, reflection, responsibility, and ethics-only two-professional development and reflection-were statistically significant for both novice and experienced teachers. The programs had a positive impact on teachers' professional development and reflection. The study has implications for teacher educators, developers of instructional materials, and syllabus designers in the context of Iran.

The purpose of this paper is to evaluate the views of veteran teachers on some unusual classroom management tips and compare them with those of novice teachers. Some of the questions to the participant teachers are: Do you use a normal, natural voice in the classroom? Do you address behaviour issues quickly and wisely? Do you always have a well-designed, engaging lesson? A qualitative research method was used to evaluate and compare the views of experienced and novice teachers on how to keep the order and attendance in the classroom. The research was conducted in a particular setting through Edutopia Blog launched by the author and forty-two K-12 teachers in Erzincan City and various countries. The views of veteran teachers obtained through interviews with the teachers and the comments by the blog participants show that their strategies, approaches and tactics on how to use their voice, to keep the students quiet, to use hand signals as non-verbal communication, and to address behaviour issues quickly and wisely are all of great asset to novice teachers and their development in the profession of teaching. Experiences, practices and tactics that veteran teachers acquire and use in teaching can help novice teachers implement them successfully in their classrooms. This paper draws attention to the views and practices of veteran teachers in classroom management as a means of increasing novice teachers' awareness of effective and efficient teaching.

Academic literacy is a crucial means to read, comprehend, and reflect on academic texts. In tertiary English preparatory classes, to lay strong foundations for academic literacy, it is necessary to build a well-structured framework for academic reading instruction. One means of doing this is exploring the pedagogical views and practices of experienced teachers. This qualitative case study focuses on a highly experienced English instructor with established records of success and investigates the participant's views about academic reading instruction, her academic reading instruction practices, and the extent of consistency between her views and practices. The instructor has forty-one years of teaching experience, was given the Excellence in Teaching Award by her institution and is an active digital immigrant with two educational blogs. The research reveals an in-depth analysis of the instructor's multiple subjectivities in academic reading instruction and the details about her investment in learning. The data were collected by semi-structured interviews, teacher's blog posts and journal, and classroom observations and analyzed via thematic analysis. The findings displayed that the instructor believes in the significance of construction and activation of students' background knowledge as well as teacher and student motivation for successful reading. She reported teaching and practicing a number of pre-, while-and post-reading strategies. The reading instruction practices of the instructor displayed full compatibility with her concerning views. The study has significant implications for contexts teaching English for academic purposes (EAP) and concludes that experienced L2 teachers may apply effective teaching practices and serve as examples for their colleagues.
Keywords: English for academic purposes (EAP), academic reading, academic reading instruction, teaching experience, experienced teachers

Motivation is a crucial factor in learning a foreign language. However, some learners may become demotivated during their experience of learning a language. Demotivation among learners has rarely been addressed from the teachers’ perspectives. The purpose of the current study was to investigate novice and experienced English as a foreign language (EFL) teachers’ perceptions of sources of demotivation among language learners. Initially, through convenience sampling, different institute teachers were contacted. Thirty novice (n = 15) and experienced (n = 15) English language teachers volunteered to participate in face-to-face semi-structured interviews to investigate their beliefs about sources of learners’ demotivation. Content analysis was run to extract relevant demotivation sources, and frequency analysis was used to summarize and report the data. The findings revealed that both novice and experienced teachers had largely similar perceptions of sources of demotivation. Both groups...

Kamis 10 november 2016 sampai sabtu 12 november 2016 adalah hari dimana saya melakukan kegiatan melayani sesama. ya ini adalah kegiatan Serviam Project dimana dalam kegiatan ini saya melayani sesama dengan senang hati. Saya melakukan kegiatan ini di TPA (Tempat Penitipan Anak) di Jl.Jambi No5 tepatnya di belakang STIKES RKZ sebelum melakukan kegiatan ini jauh-jauh hari saya sudah melakukan survey ke lokasi SP agar aca saya berjalan lancer. Hari yang sudah ditunggu pun akhirnya datang, Kamis 10 november 2016 adalah hari pertama saya SP. Saya bersama teman-teman berangkat dari sekolah bersama-sama. Sesampai saya disana saya semua merasa takut karena saya merasa bahwa saya ini kurang siap. Akhirnya saya memberanikan diri untuk berkenalan dengan mereka " hai dek, namanya siapa? " apakah kalian bisa menenbak jawaban adik tersebut? Ya tepat sekali adik itu hanya terdiam melihat muka saya sambil mengunyah makanannya, hati saya semakin ciut hal serupa juga dialami oleh teman-teman yang lain. Karena semangat saya untuk melayani sesama saya lebih memberanikan diri untuk berinteraksi dengan mereka satu dua anak saya ajak kenalan dengan jawaban yang masih sama. Setelah mereka selesai makan barulah disana mereka mulai mau berinteraksi dengan saya, pada saat pertama kali saya bermain satu pukulan dari mereka sudah melayang ke muka saya, sakit memang tapi saya mencoba untuk sabar dan memberitahu adik tersebut.