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 journalArticleAcademicpeer-review


    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 languageEnglish
    Article number23
    Pages (from-to)1-17
    Number of pages17
    JournalInternational Journal of Educational Technology in Higher Education
    Publication statusPublished - 17 Aug 2017


    • Professional development
    • Inquiry learning
    • Teacher education


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