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Teacher professional development for English language education in India
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Ramamurthy, Kiran. Teacher professional development for English language education in India. Retrieved from https://doi.org/doi:10.7282/T3RF5WRX

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TitleTeacher professional development for English language education in India
NameRamamurthy, Kiran (author); Curran, Mary (chair); Mangual Figueroa, Ariana (internal member); Belzer, Alisa (internal member); Borjian, Maryam (outside member); Rutgers University; Graduate School - New Brunswick
Date Created2015
Other Date2015-01 (degree)
SubjectEducation, English language--Study and teaching--India, Teachers--Training of, Students--India
Extent1 online resource (x, 181 p.)
DescriptionThe ability to speak English can have a significant impact on the life of a student in India (Canagarajah, 2007; Hosali, 2005; Krishnaswami & Burde, 1998). While the demand for English continues to be high throughout the nation, access to a high quality English language education is affected by many factors and can be difficult to find (Saghal, 1991; Sridhar, 1991; Sharma, 2005). The Indian government has attempted to improve the quality of language education over the past ten years by encouraging teachers to implement best practices for language acquisition. One program which prepares in-service teachers (ISTs) in understanding and implementing those best practices is the Academy for the Teaching of English (ATE). The goal of this project was to provide a qualitative case study of the ATE in order to evaluate the strengths and weaknesses of the teacher professional development program in question while determining what the language education community can learn from the study’s findings. The project was a qualitative case study of the teacher professional development program at the Academy for the Teaching of English. I performed one-on-one interviews with 9 professors/ administrators, and interviewed 21 in-service teachers (ISTs) in focus groups. I observed over 40 hours of classroom instruction at the ATE, analyzed relevant documents, and also observed the ISTs giving their sample lessons at the end of the program. The data showed that the ISTs were indeed focusing on how to implement the best practices recommended into their classrooms. However, the data revealed the numerous obstacles the ISTs face in trying to implement those best practices when they returned home. Recommendations are made regarding improving the program at the ATE and finally, the paper highlights what is significant about the findings to readers interested in English language education around the world.
NotePh.D.
NoteIncludes bibliographical references
Noteby Kiran Ramamurthy
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3RF5WRX
Languageeng
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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