Teacher professional development in the contexts of teaching English pronunciation

Frans Hermans; Peter Sloep; Karel Kreijns

doi:10.1186/s41239-017-0059-9

Teacher professional development in the contexts of teaching English pronunciation

Frans Hermans^*, Peter Sloep, Karel Kreijns

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

In this study we focus on the effects of an intervention aiming to improve the English pronunciation skills of secondary school students in the Netherlands. In order to implement a new pedagogy successfully it is of the essence to take into account how teachers learn and what motivates them to adapt and change their way of teaching. Teachers need time to test and adapt a teaching design to fit the needs of their classroom practice and the students’ needs. In this paper the main focus is on finding evidence of teacher professional development in teaching English pronunciation. Results show that teachers are extrinsically motivated to change their teaching behaviour and classroom practice after using a computer assisted teaching tool to teach English pronunciation.

Original language	English
Article number	23
Pages (from-to)	1-17
Number of pages	17
Journal	International Journal of Educational Technology in Higher Education
Volume	14
DOIs	https://doi.org/10.1186/s41239-017-0059-9
Publication status	Published - 17 Aug 2017

Keywords

Professional development
Inquiry learning
Teacher education

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10.1186/s41239-017-0059-9Licence: CC BY

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Hermans, F., Sloep, P., & Kreijns, K. (2017). Teacher professional development in the contexts of teaching English pronunciation. International Journal of Educational Technology in Higher Education, 14, 1-17. [23]. https://doi.org/10.1186/s41239-017-0059-9

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