Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 117Teacher Education and Leadership StudiesEFL/ESL Teaching and LearningReflective Practices in Education

The DOI matches its Crossref record; 74 of the 74 references it cites were found in a registry or an index.

Professional development of secondary school EFL teachers: Voices from Indonesia

Cirocki, Andrzej, Farrell, Thomas S.C.·2019·System
DOI 10.1016/j.system.2019.102111
Open this paper in CoChat — free account

Abstract

Abstract Continuing professional development (CPD) means that language teachers need to keep updating their knowledge and skills continuously throughout their careers. This paper reports on a study of the CPD experiences of 250 teachers of English as a foreign language (EFL) in secondary schools in Indonesia. Using a mixed-methods approach – through the use of a questionnaire, a reflective report and a focus group interview – the results revealed a detailed picture of the continuing professional development in the context under study. Specifically, the findings indicated that the EFL teachers conceptualise professional development in five different ways: school-based learning, an academic undertaking, a professional pursuit outside the school environment, a government scheme and self-directed learning. The study also showed that although the teachers said that they have ample opportunity to develop professionally, not everyone takes advantage of this. The study additionally reveals that some professional development activities are more impactful than others. Finally, the article recommends steps that seek to help EFL teachers to sustain their continuing professional development as well as offers directions for future research.

Overview

Integrity signals

Registry

Crossref · 10.1016/j.system.2019.102111

Cites

74 of 74 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Research works printed but not linked: 8

  1. Buck, 2011, Teaching schools: Time for schools to take the lead, Professional Development Today, 14, 64
  2. Canh, 2007, A historical review of English language education in Vietnam, 167
  3. Cirocki, 2017, Reflective practice in the ELT classroom [Special issue], The European Journal of Applied Linguistics and TEFL, 6
  4. Dermirli, 2007, An overview of the electronic portfolio process, e-Journal of New World Sciences Academy, 2, 254
  5. Ha, 2003, Improving the self-monitoring capabilities of teacher trainees, Teacher’s Edition, 11, 28
  6. Husbands, 2011, Towards a framework for professional learning, Professional Development Today, 14, 6
  7. Shukri, 2014, Exploring female teachers' perceptions toward peer observation: Issues and challenges in the Arab context, Arab World English Journal, 5, 153
  8. Wood, 1998, Job-embedded learning makes the difference in school improvement, Journal of Staff Development, 19, 52

Cited by

See all 117

Metadata

Authors
Cirocki, A., & Farrell, T. S. C.
Affiliations
  • University of York (GB)
  • Brock University (CA)
Corresponding author
Cirocki, Andrzej
ORCID
Venue
System
Publisher
Elsevier BV
Published
2019-10
Volume
85
Pages
102111
ISSN
0346-251X (ISSN-L)
DOI
10.1016/j.system.2019.102111
OpenAlex
W2966739823
Cited by
117
References
74
Citations by year
2026: 5 · 2025: 15 · 2024: 21 · 2023: 38 · 2022: 17 · 2021: 12 · 2020: 6 · 2019: 3
FWCI
25.63
Type
journal article
Language
en
Open access
closed
Licence
  • www.elsevier.com/tdm/userlicense/1.0/ (tdm)
  • www.elsevier.com/legal/tdmrep-license (tdm)
Locations
System (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › Reflective Practices in Education
Keywords
continuing professional development, EFL teachers, secondary school teachers, teacher professional development, teacher perceptions, school-based learning, self-directed learning, Indonesia

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.