English language teachers’ engagement in and preference for experiential learning for professional development
Experiential learning is an assertion in the professional development of teachers. However, there is a scarcity of studies exploring experiential learning from the integrative perspectives in the English as a Foreign Language (EFL) context and at the level of a primary school. This study, therefore,...
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| Format: | Article |
| Language: | English |
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Elsevier
2022-10-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844022021880 |
| _version_ | 1811325940416905216 |
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| author | Teferi Hatuye Helate Tekle Ferede Metaferia Tesfaye Habtemariam Gezahegn |
| author_facet | Teferi Hatuye Helate Tekle Ferede Metaferia Tesfaye Habtemariam Gezahegn |
| author_sort | Teferi Hatuye Helate |
| collection | DOAJ |
| description | Experiential learning is an assertion in the professional development of teachers. However, there is a scarcity of studies exploring experiential learning from the integrative perspectives in the English as a Foreign Language (EFL) context and at the level of a primary school. This study, therefore, aimed to assess primary school EFL teachers’ engagement in experiential learning from these perspectives. A concurrent mixed research design was adopted to explore the cases. 186 teachers were selected for the questionnaire while eight teachers were selected for interviews. Questionnaires, document analysis, and interviews were used to collect data. The data were analyzed both quantitatively and qualitatively. The results indicated that most primary school English language teachers were mostly engaged in professional learning and development activities. Besides, they applied cognitive experiential learning strategies and preferred diverger experiential learning styles dominantly. These findings indicate a deviation from the scope, focus, and major aims of experiential learning and constructivist premises. As a result, the study suggested that the teacher development programs for primary school teachers in the EFL context should incorporate activities that lead to the self-directed and autonomous learning of teachers. |
| first_indexed | 2024-04-13T14:42:42Z |
| format | Article |
| id | doaj.art-80906122038444238a1df7fde0dea78a |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-04-13T14:42:42Z |
| publishDate | 2022-10-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-80906122038444238a1df7fde0dea78a2022-12-22T02:42:52ZengElsevierHeliyon2405-84402022-10-01810e10900English language teachers’ engagement in and preference for experiential learning for professional developmentTeferi Hatuye Helate0Tekle Ferede Metaferia1Tesfaye Habtemariam Gezahegn2Department of English Language and Literature, Arba Minch University, EthiopiaDepartment of English Language and Literature, Jimma University, EthiopiaDepartment of English Language and Literature, Arba Minch University, Ethiopia; Corresponding author.Experiential learning is an assertion in the professional development of teachers. However, there is a scarcity of studies exploring experiential learning from the integrative perspectives in the English as a Foreign Language (EFL) context and at the level of a primary school. This study, therefore, aimed to assess primary school EFL teachers’ engagement in experiential learning from these perspectives. A concurrent mixed research design was adopted to explore the cases. 186 teachers were selected for the questionnaire while eight teachers were selected for interviews. Questionnaires, document analysis, and interviews were used to collect data. The data were analyzed both quantitatively and qualitatively. The results indicated that most primary school English language teachers were mostly engaged in professional learning and development activities. Besides, they applied cognitive experiential learning strategies and preferred diverger experiential learning styles dominantly. These findings indicate a deviation from the scope, focus, and major aims of experiential learning and constructivist premises. As a result, the study suggested that the teacher development programs for primary school teachers in the EFL context should incorporate activities that lead to the self-directed and autonomous learning of teachers.http://www.sciencedirect.com/science/article/pii/S2405844022021880Experiential learningLearning styleSelf-directed learningProfessional development |
| spellingShingle | Teferi Hatuye Helate Tekle Ferede Metaferia Tesfaye Habtemariam Gezahegn English language teachers’ engagement in and preference for experiential learning for professional development Heliyon Experiential learning Learning style Self-directed learning Professional development |
| title | English language teachers’ engagement in and preference for experiential learning for professional development |
| title_full | English language teachers’ engagement in and preference for experiential learning for professional development |
| title_fullStr | English language teachers’ engagement in and preference for experiential learning for professional development |
| title_full_unstemmed | English language teachers’ engagement in and preference for experiential learning for professional development |
| title_short | English language teachers’ engagement in and preference for experiential learning for professional development |
| title_sort | english language teachers engagement in and preference for experiential learning for professional development |
| topic | Experiential learning Learning style Self-directed learning Professional development |
| url | http://www.sciencedirect.com/science/article/pii/S2405844022021880 |
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