Professional Development of EFL teachers in an Adult Language Program

Abstract

The quality of English teachers’ performance in class depends on teachers’ education, or on the years of experience, or both. This study tries to discover the influence of education and experience in teachers’ decision making. To what extent EFL teachers’ beliefs in Armenia, align with their classroom practice. In addition, what teachers’ preparation programs offer to EFL teachers in Armenia? Moreover, how the teaching methods of teachers with MA degree, differ from the methods and techniques of teachers without MA program. The main goal of this research is to find out to what extend EFL teachers’ experience and education play a role in their teaching practices. It also aims to determine if teachers’ beliefs in teaching, and classroom practices, align or contradicts. The study is based on a series of observations and interviews of three EFL teachers in an adult language program in Armenia. The findings of the study suggest that, both education and experience of teachers is optimal in their decision making. In addition, teachers’ preparation programs accelerate teachers’ professional development, but experiences contribute to teachers’ professional growth, too. Moreover, teachers need professional learning communities, to help them sustain their professional development, and improve their classroom practice.