Manitoba adult ESL teachers' perceptions of the relationship between their TESL education and their teaching assignments

Abstract

This study reports the results of a survey of the perceptions of Adult ESL teachers in Manitoba regarding the relationship between their TESL education and their present teaching assignments. The study addressed these questions: (1) In which topics do teachers consider it important to have professional knowledge, principles and skill for their particular teaching assignment? (2) For the topics they consider to be most important, what were the major sources of their knowledge, principles and skill? (3) For the topics they consider to be most important, how knowledgeable and skillful do they consider themselves? (4) In which important topics will they pursue their learning and through which sources? The seventy-one returned surveys accounted for 94 of 200 identified Adult ESL staff positions in Manitoba. In addition to overall findings, the analyzed data provided comparative results according to two demographic categories, (a) Program Types (generic ESL, ESP and generic/ESP), and (b) Teaching Experience (novice and experienced teachers). Based on the findings in the study, a number of recommendations are made regarding credentialling, TESL program review, and innovative, flexible approaches to in-service professional development that would provide differentiated PD activities in response to needs identified in this study. (Abstract shortened by UMI.)