In-Service Teachers' Training: The Case of University Teachers in Yangon, Myanmar

Autor/in	Ulla, Mark B.
Titel	In-Service Teachers' Training: The Case of University Teachers in Yangon, Myanmar
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 1, S.66-77, Artikel 4 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Inservice Teacher Education; Teaching Skills; Capacity Building; Interviews; Knowledge Level; Learning Experience; Faculty Development; College Faculty; English (Second Language); Second Language Learning; Student Centered Learning; Language of Instruction; Phenomenology; Teacher Attitudes; Qualitative Research; Content Analysis; Burma + Suchen Sie Ihr Suchwort? Ausland; Lehrerfortbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Interviewing; Interviewtechnik; Wissensbasis; Lernerfahrung; Fakultät; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching language; Unterrichtssprache; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Qualitative Forschung; Inhaltsanalyse
Abstract	Research studies show a number of significant contributions of professional development programs towards teachers' teaching skills. This paper explores the views of eight (8) university lecturers in a university in Yangon, Myanmar with regards to the teacher capacity building and language enhancement training program they attended from 2014-2016. The interview data, which were subjected to qualitative content analysis were taken from the participants' personal knowledge and experience of the teacher training program. The data were read many times, coded, and assigned to different themes. Findings revealed two themes; appreciation and hardships. Although teacher participants were glad to be part of the training program, they also coped with some challenges. Some important implications for the enhancement of the teacher training programs and language education in Myanmar were discussed and future research directions were also offered. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01