Challenges and New Perspectives of Teacher Training in Azerbaijan: Assessment of Pedagogical Activities of English Language Teachers

Autor/in	Huseynova, Farida
Titel	Challenges and New Perspectives of Teacher Training in Azerbaijan: Assessment of Pedagogical Activities of English Language Teachers
Quelle	688 (2019) 3, S.23-37 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Huseynova, Farida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Best Practices; Foreign Countries; Faculty Development; Educational Change; Criticism; Knowledge Base for Teaching; Preservice Teacher Education; Inservice Teacher Education; Teacher Attitudes; Educational Experience; Teaching Methods; Barriers; Administrator Attitudes; Rural Schools; Urban Schools; Azerbaijan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Bildungsreform; Kritik; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Lehrerverhalten; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Aserbaidschan
Abstract	This study investigates effective changes in professional development for teachers and takes a broad view of professional development, considering training teachers may receive throughout their careers and assessing their knowledge and skills. The main body of the article is devoted to a critique of various discussions and problems involved in teacher training in Azerbaijani schools, as well as pre-service and in-service teacher training programs which aim to develop teachers' knowledge and skills. The research paper introduces the perspectives of teachers, trainers, and school managers assessing their activites as the main focus of the study, thus identifying the realities of teachers' training experiences in schools. Concluding the report, some effective methods and experiences of developing countries and their best practices are given as recommendations for teachers, educators and policymakers. [This research was conducted as a conference paper for the ADA University 4th International Education Conference 2019 (June 19-20).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01