Date of Graduation
Fall 12-18-2015
Document Access
Project/Capstone - Global access
Degree Name
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
College/School
School of Education
Department/Program
International and Multicultural Education (IME)
First Advisor
Dr. Onllwyn Dixon
Abstract
Reflective teaching practices are meaningful and practical ways for administrators to support and encourage ongoing professional development among ESL teachers. Today, the global demand for English instruction has greatly surpassed the supply of qualified and experienced teachers. Many ESL teachers, therefore, can benefit significantly from continuous professional development, especially at Intensive English Programs preparing international students for higher education in the US.
Administrators can help further teacher development through the implementation of microteaching, peer observations, and surveys. These methods effectively foster professional growth by stimulating reflective inquiry, which promotes personal learning, behavior modification, and better performance. Furthermore, these practices help teachers identify classroom strengths and weaknesses, giving them an overall idea of their teaching competency. They also encourage teacher collaboration while uniting the teaching staff in a common goal of development. By implementing these methods of reflective teaching, administrators can support professional growth by providing teachers with the opportunity to become students of teaching.
Recommended Citation
Weston, Wesley, "Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs" (2015). Master's Projects and Capstones. 255.
https://repository.usfca.edu/capstone/255
