Teacher Training and Teaching Practice: The Case of Niger’s English as a Foreign Language Teachers

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Authors:
Peter D. Wiens, University of Nevada, USA
Elena Andrei, Cleveland State University, USA
Annie Chou, University of Nevada, USA
April Smith, Abdou Moumouni University, Niger
Billa Anassour, American Cultural Center, Niger

Email: peter.wiens@unlv.edu
Published: April 27, 2019
https://doi.org/10.22492/ijll.4.1.05

Citation: Wiens, P. D., Andrei, E., Chou, A., Smith, A., & Anassour, B. (2018). Teacher Training and Teaching Practice: The Case of Niger’s English as a Foreign Language Teachers. IAFOR Journal of Language Learning, 4(1). https://doi.org/10.22492/ijll.4.1.05


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