Teacher quality as a prerequisite for quality education: needs and expectations of ESP teachers towards professional development in Polish tertiary education context
Teacher quality as a prerequisite for quality education: needs and expectations of ESP teachers towards professional development in Polish tertiary education context

Author(s): Aleksandra Szymańska-Tworek, Julia Makowska-Songin
Subject(s): Language and Literature Studies
Published by: Wydawnictwo Uniwersytetu Śląskiego
Keywords: ESP; teacher development; tertiary education; in-service training
Summary/Abstract: The present paper examines the needs and expectations of academic ESP (English for Specific Purposes) teachers towards professional development in the context of Polish tertiary education. Quantitative and qualitative data provided by 82 respondents representing tertiary education institutions in Poland was examined and described. ESP teachers were asked about their experience and expectations regarding the following four areas of potential development: language competence, field-specific knowledge, knowledge of ELT (English Language Teaching) methodology and knowledge of ESP methodology. The results of the present study are to a large extent consistent with the wider literature on the subject. The main themes emerging from this research are: respondents’ strong interest in professional development, focus on skills specifically related to ESP in favour of those of EGP (English for General Purposes), lack of satisfaction with regard to availability, relevance and quality of formal in-service training, especially training related to ESP instruction. Additionally, it was noted that ESP teachers frequently recognise their lack of specialist knowledge as a long-standing, daunting problem. It was concluded that ESP teachers need and expect formal assistance related to their everyday teaching practice.

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