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Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

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Language Teacher Education Research

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<p><span style="background-color:rgb(255,255,255);color:rgb(51,51,51);">Professional development of teachers, the&nbsp;greatest strength of any educational institute, implies advancement of&nbsp;pedagogical, assessment and success standards. All teacher education activities&nbsp;whether during the pre-or/and in-service phases, should aim to bring about&nbsp;teacher change which refers to the procedures targeting reform in teacher&nbsp; beliefs, attitudes, knowledge, self-awareness, skills and practices. Since&nbsp;teacher beliefs and attitudes serve as an integral part of the process to&nbsp;comprehend how teachers conceptualise, approach and practice their work, change&nbsp;in teacher practices generally precede a change in teacher beliefs and&nbsp;attitudes.&nbsp;In&nbsp;the background of the paucity of scholarship about tertiary EFL practitioners’&nbsp;beliefs and attitudes about their professional development, in general, and in&nbsp;assessment, testing and evaluation, in particular, the present study mainly&nbsp;based on interview data collected from 10 tertiary EFL teachers working in&nbsp;three tertiary educational institutes in Saudi Arabia aimed at exploring&nbsp;tertiary EFL practitioners’ philosophies and attitudes towards their PD in assessment&nbsp;and testing to get better insight into language teachers’ training needs. It is&nbsp;hoped that the findings of the study will create awareness among novice as well&nbsp;as experienced teachers and help their respective institutions in having better&nbsp;understanding about the various dynamics of teacher PD in assessment and&nbsp;testing.&nbsp;</span></p>

ltf.2021.03.02.pdf

Original Research 

ltf.2021.03.02.xml

Tertiary EFL Practitioners’ Beliefs and Attitudes Towards Professional Development in the Area of Assessment and Testing–An Exploratory Study