Education Publications

Document Type

Article

Publication Date

2012

Journal

TESL CANADA JOURNAL/REVUE TESL DU CANADA

Volume

31

Issue

1

URL with Digital Object Identifier

https://doi.org/10.18806/tesl.v31i1.1164

Abstract

Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the career development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL classrooms. In this article, we report on a study examining this issue for ESL teachers of adults in Ontario, in which 147 ESL teachers responded to a survey and a select group participated in follow-up interviews. The data were collected for a broader study investigating the link between teacher education and teaching efficacy of novice ESL teachers. Quantitative analysis of the survey data revealed the professional backgrounds and career development of recently accredited ESL teachers in Ontario. Qualitative data analysis revealed concerns with employment in the first years of practice. The findings suggested a high risk of attrition for novice ESL teachers and highlighted the impact of current teacher education programs and the professional landscape of ESL teaching on their career development. We discuss the implications of these findings for TESL institutions, accreditation bodies, and ESL teachers.

Find in your library

Share

COinS