English Language Teachers’ Professional Training: The Analysis of the Catalogue of Professional Development Programmes for Employees in Education
Abstract
A continuing professional development of teachers has always been a necessity in education, but nowadays it is acknowledged as a requirement that has to be fulfilled within the scope of teachers’ lifelong learning, which means that teachers are provided with many formal opportunities to continuously revise and develop their knowledge and skills after graduation. This paper aims to evaluate the presence of teacher training programmes, offered by the Institute for Improvement of Education and Upbringing, that are specifically created for English language teachers and their development in the subject matter (language skills and systems) and English language teaching methodology.
According to the results of the research, there are several conclusions that can be drawn: a huge diversity of topics and aims is found in the Catalogue; majority of training programmes are focused on general topics in education (260), upbringing (166), and additional support (49). Seminars that are specifically designed for foreign language teachers present the minority compared to already mentioned teacher training programmes (21). English language teaching methodology as a field of potential improvement is perceived in only 9 programmes. Unfortunately, programmes through which English language teachers can build upon their knowledge of language systems and skills (phonology, grammar, lexis, discourse, speaking, listening, writing, reading) do not exist within the scope of the analysed Catalogue.
References
Закон о основама система образовања и васпитања, Службени гласник РС, бр. 88/2017, 27/2018 – др. закон, 10/2019, 6/2020. и 129/2021.
Каталог програма стручног усавршавања за школску 2018/2019, 2019/2020. Преузето са: https://zuov.gov.rs/katalog-programa-strucnog-usavrsavanja-za-skolsku-2018-2019-2019-2020-i-2020-2021-godinu, 27. јануар 2022.
Кулић, Д. и Михајловић, Ј. (2021). Приступи обради граматике у настави српског као матерњег и енглеског као страног језика. Српски језик: студије српске и словенске, 26 (1), 357–372.
Пешикан, А. (2005). Профилисање будућих дипломираних стручњака. Психологија, 38 (3), 239–253.
Поткоњак, Н. и Шимлеша, П. (1989). Педагошка енциклопедија. Београд: Завод за уџбенике и наставна средства.
Правилник о сталном стручном усавршавању и напредовању у звања наставника, васпитача и стручних сарадника Службени гласник РС, бр. 81 од 31. августа 2017, 48 од 22. јуна 2018.
Правилник о сталном стручном усавршавању и напредовању у звања наставника, васпитача и стручних сарадника Службени гласник РС, бр. 109 од 19. новембра 2021.
Приручник за планирање стручног усавршавања и напредовања (2009). Београд: ЗУОВ.
Borg, S. (2003). Teacher Cognition in Language Teaching: A Review of Research on what Language Teachers Think, Know, Believe, and Do. Language Teaching, 36(2), 81–109.
Day, C. (1999). Professional Development and Reflective Practice: Purposes, Processes and Partnerships. Pedagogy, Culture & Society, 7(2), 221–233.
Eurydice. (2015). The Teaching Profession in Europe: Practices, Perceptions, and Policies. Publications Office of the European Union. Preuzeto sa: https://data.europa.eu/doi/10.2797/031792, 27. januar 2022.
Ghorbani, S., Jafari, S. E. M., Sharifian, F. (2018). Learning to Be: Teachers’ Competences and Practical Solutions: A Step Towards Sustainable Development. Journal of Teacher Education for Sustainability, 20(1), 20–45.
Glušac, T. (2016). Međusobno obučavanje kolega kao oblik usavršavanja profesora engleskog jezika. Novi Sad: Filozofski fakultet.
Gupta, K. (2007). A Practical Guide to Needs Assessment. San Francisco: Pfeiffer.
Harmer, J. (2007). The Practice of English Language Teaching. Harlow: Pearson Education Limited.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
Hong, J-Ch., Jeou-Shyan, H., Chan-Li, L., Lih-Juan, Ch. L. (2008). Competency Disparity Between Pre-Service Teacher Education and In-Service Teaching Requirements in Taiwan. International Journal of Educational Development, 28(1), 4–20.
Huntly, H. (2008). Teachers’ Work: Beginning Teachers’ Conceptions of Competence. The Australian Educational Researcher, 35(1), 125–145.
Katane, I. & Selvi, K. (2006). Teacher Competence and Further Education as Priorities for Sustainable Development of Rural School in Latvia. Journal of Teacher Education and Training, 6(2006), 41–59.
Nunan, D. (1995). Language Teaching Methodology. Hemel Hempstead: Phoenix ELT.
Shulman, L. (1986). Paradigms and Research Programs in the Study of Teaching: A Contemporary Perspective. In: M. C. Witrock (Ed.), Handbook of Research in Teaching (3–36). New York: Macmillan.
Scrivener, J. (2005). Learning Teaching. Oxford: MacMillan Education.
Ur, P. (2000). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
The details about the publication policy, including copyright and licensing, are available at: