Document Type
Article
Publication Date
4-27-2019
Publication Title
IAFOR Journal of Language Learning
Publisher
IAFOR
Volume
4
Issue
1
First page number:
73
Last page number:
92
Abstract
There continues to be a debate as to the role and value of educator preparation programs throughout the world. This paper examines self-report data of the instructional language learning methods of Nigerien English as a Foreign Language (EFL) teachers. This study sought to understand what instructional methods EFL teachers are using in their classrooms and if there is any connection between instructional methods and teacher training. All EFL teachers in Niger were surveyed to answer these questions. Teachers used a variety of instructional methods based on their preservice training; however, these differences were contained to teachers in their first five years of teaching. The findings support that teacher training is associated with the instructional decisions of teachers.
Keywords
Teacher training; English as a foreign language; Pedagogy, Factor analysis; Niger
Disciplines
Education | Scholarship of Teaching and Learning
File Format
File Size
645 KB
Language
English
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Repository Citation
Wiens, P.,
Andrei, E.,
Chou, A.,
Smith, A.,
Anassour, B.
(2019).
Teacher Training and Teaching Practice: The Case of Niger’s English as a Foreign Language Teachers.
IAFOR Journal of Language Learning, 4(1),
73-92.
IAFOR.
http://dx.doi.org/10.22492/ijll.4.1.05