Orienting EFL teachers: Principles arising from an evaluation of an induction program in a Japanese university
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Author(s)
Fenton-Smith, Ben
Torpey, Michael John
Griffith University Author(s)
Year published
2013
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Despite the ubiquity of teachers of English as a foreign language (EFL) globally and the weight of evidence about the importance of training for new expatriate staff in international settings, the process of orienting EFL instructors to new workplaces and unfamiliar cultural surroundings has yet to be researched. This article presents the results of a program evaluation of a two-week induction for 22 new English teachers at a private foreign languages university in Japan. The views of a range of stakeholders were obtained (beginning teachers, experienced teachers and management), as were perspectives at different points in ...
View more >Despite the ubiquity of teachers of English as a foreign language (EFL) globally and the weight of evidence about the importance of training for new expatriate staff in international settings, the process of orienting EFL instructors to new workplaces and unfamiliar cultural surroundings has yet to be researched. This article presents the results of a program evaluation of a two-week induction for 22 new English teachers at a private foreign languages university in Japan. The views of a range of stakeholders were obtained (beginning teachers, experienced teachers and management), as were perspectives at different points in time (before and after induction, one semester later, one or more years later). The evaluation resulted in a clear picture of the strengths and weaknesses of the orientation program, which in turn led to the implementation of a range of measures to improve current practice. The findings also gave rise to the proposal of a framework outlining the major areas that all EFL orientations need to consider.
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View more >Despite the ubiquity of teachers of English as a foreign language (EFL) globally and the weight of evidence about the importance of training for new expatriate staff in international settings, the process of orienting EFL instructors to new workplaces and unfamiliar cultural surroundings has yet to be researched. This article presents the results of a program evaluation of a two-week induction for 22 new English teachers at a private foreign languages university in Japan. The views of a range of stakeholders were obtained (beginning teachers, experienced teachers and management), as were perspectives at different points in time (before and after induction, one semester later, one or more years later). The evaluation resulted in a clear picture of the strengths and weaknesses of the orientation program, which in turn led to the implementation of a range of measures to improve current practice. The findings also gave rise to the proposal of a framework outlining the major areas that all EFL orientations need to consider.
View less >
Journal Title
Language Teaching Research
Volume
17
Issue
2
Copyright Statement
© 2013 SAGE Publications. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Curriculum and pedagogy
Educational administration, management and leadership
Cognitive and computational psychology
Linguistics