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Being professional in English language teaching services: a Delphic panel study

Being professional in English language teaching services: a Delphic panel study Purpose – The purpose of this paper is to develop an inventory of behaviours and attitudes expected of English language teaching (ELT) professionals in a services context. Design/methodology/approach – A two‐stage Delphi method using ELT expert panellists, comprising managers and owners from the ELT sector. Delphi is indicated for complex problems, where interpersonal interaction is impractical and domination of participants is undesirable. It is recommended for the exploration of interdisciplinary themes and the evaluation of professional practice. The theoretical scope comprised professionalism, ELT, and the role of teachers as service providers in a commercial context. Findings – A framework of 50 standards in ten dimensions was developed. Honesty and integrity was considered the most important dimension for ELT professionals. Research limitations/implications – The usual Delphi limitations apply, e.g. potential validity issues, unrepresentativeness, and participant attrition. The findings are not claimed as generalisible or prescriptive. Suggestions for future research include: the work, status and relevance of ELT professional associations; imperatives of private versus tertiary ELT providers; professional development, its frequency, availability and relevance, particularly in the ELT private sector; and commercial versus educational priorities in the ELT sector. The research could also be replicated with Delphic panels of English language teachers. Practical implications – The standards framework is of practical use to ELT institutions and ELT professional associations, either to adopt whole, or employ as the basis for developing their own code of conduct. Social implications – The standards framework will contribute to enhancing the quality of the service provision in ELT institutions operating in a cross‐cultural context, and will benefit teachers, students, managers, institutions, and the sector as a whole. Originality/value – No such research has been reported to date in the literature. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality Assurance in Education Emerald Publishing

Being professional in English language teaching services: a Delphic panel study

John Walker
Quality Assurance in Education , Volume 19 (4): 28 – Sep 27, 2011
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References (92)

Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
0968-4883
DOI
10.1108/09684881111170050
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to develop an inventory of behaviours and attitudes expected of English language teaching (ELT) professionals in a services context. Design/methodology/approach – A two‐stage Delphi method using ELT expert panellists, comprising managers and owners from the ELT sector. Delphi is indicated for complex problems, where interpersonal interaction is impractical and domination of participants is undesirable. It is recommended for the exploration of interdisciplinary themes and the evaluation of professional practice. The theoretical scope comprised professionalism, ELT, and the role of teachers as service providers in a commercial context. Findings – A framework of 50 standards in ten dimensions was developed. Honesty and integrity was considered the most important dimension for ELT professionals. Research limitations/implications – The usual Delphi limitations apply, e.g. potential validity issues, unrepresentativeness, and participant attrition. The findings are not claimed as generalisible or prescriptive. Suggestions for future research include: the work, status and relevance of ELT professional associations; imperatives of private versus tertiary ELT providers; professional development, its frequency, availability and relevance, particularly in the ELT private sector; and commercial versus educational priorities in the ELT sector. The research could also be replicated with Delphic panels of English language teachers. Practical implications – The standards framework is of practical use to ELT institutions and ELT professional associations, either to adopt whole, or employ as the basis for developing their own code of conduct. Social implications – The standards framework will contribute to enhancing the quality of the service provision in ELT institutions operating in a cross‐cultural context, and will benefit teachers, students, managers, institutions, and the sector as a whole. Originality/value – No such research has been reported to date in the literature.

Journal

Quality Assurance in Education – Emerald Publishing

Published: Sep 27, 2011

Keywords: ELT/TESOL management; Services management; Professionalism; Private education; Tertiary education; Language teaching; English language

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