Research Article
BibTex RIS Cite

Lifelong Learning Skills in Job Advertisements: The Case of English Language Teaching

Year 2018, Volume: 3 Issue: 1, 27 - 55, 15.03.2018
https://doi.org/10.29250/sead.345524

Abstract

Job
advertisements are normally the first contact between recruiters and job
seekers. Descriptions of the job and individual specifications are key to job
seekers’ decision whether or not to apply. With the abundance of English
language job listings, English language teachers seem to be quite fortunate in opportunities
for landing a job. However, anecdotal evidence suggests that educational
qualifications per se are no longer sufficient; teachers now need other
attributes in order to attract recruiters’ attention. One such is an aptitude
for lifelong learning which is based on
complementarity
of skills. Therefore,
the
identification of commonly sought lifelong learning skills (alongside
educational qualifications) in job advertisements can give insight into areas
language teachers and teacher training programs need to prioritize. Aiming to affect
this, this research investigated 135 job listings on various job websites
advertising for international positions. Results showed that a bachelor’s
degree, even if in English Language Teaching (ELT), is insufficient for
international hiring and that postgraduate certification has become the norm.
Results also revealed certain themes related to lifelong learning skills
including both those that are student-oriented (i.e. facilitation of learning,
building confidence, assessment and evaluation of learning, critical thinking, and
preparation of students for life), and those that are teacher-centric (i.e.
professional development and engagement in research, technology, interpersonal
communication, course development, time management, and ethics). Results are
discussed, and recommendations are provided to help develop (pre-service)
teachers’ lifelong learning skills.

References

  • Amzat, I. H., Al-Mahruqi, S. H., Teslikhan, M., & Al-Omari, T. (2017). Engaging teachers in lifelong learning in Oman for knowledge growth and development: Government roles and higher institutions. In I. Amzat & N. V. N. (Eds). Teacher empowerment toward professional development and practices (pp. 135-151). Singapore: Springer.
  • California Department of Education. (2014). The California English language development standards: Kindergarten through Grade 12. Retrieved from http://www.cde.ca.gov/sp/el/er/ documents/eldstndspublication14.pdf
  • Candy, P. C. (1991). Self-direction for lifelong learning. San Francisco: Jossey-Bass.
  • Canniveng, C., & Martinez, M. (2003). Materials development and teacher training. In B. Tomlinson (Ed.) Developing materials for language teaching (pp. 479-489). London & New York: Continuum.
  • Celebi, N., Ozdemir, H., & Elicin, O. (2014). Studying level of awareness of teachers in terms of their lifelong learning skills. Procedia- Social and Behavioral Sciences, 116(21), 2030-2038.
  • Commission of the European Communities (CEC). (1995). White paper: education and training: teaching and learning: towards the learning society. Luxembourg: Office for Official Publications of the European Communities
  • Compton, R., Morrissey, W., & Nankervis, A. (2010). Effective recruitment and selection practices (5th Edition). Australia: McPherson’s Printing Group.
  • Cooper, D., Robertson, I. T., & Tinline, G. (2003). Recruitment and selection: A framework for success. London: Thomson.
  • Defence Language Institute Retrieved from http://dliflc.edu/wp-content/uploads/ 2015/05/ DLIFLC-Catalog-2015-2016.pdf
  • Deveci, T. (in press). Lifelong learning skills: A comprehensive approach to meaningful and effective learning. In F. Gunes (Ed). Skill approach in education: From theory to practice. Cambridge: Cambridge University Press.
  • Deveci, T. (2017). A scale for interpersonal communication skills for lifelong learning & freshman students’ predispositions. Manuscript submitted for publication.
  • Deveci, T., & Ayish, N. (2017). Correlation between critical thinking and lifelong learning skills of freshman students. Bartın University Journal of Faculty of Education, 6(1), 282-303
  • Dinevski, D., & Kokol, P. (2005). ICT and lifelong learning. European Journal of Open, Distance and E-Learning Retrieved from http://www.eurodl.org/materials/contrib/2004/Dinevski.html
  • Enjoy TEFL (n.d.) Why become a TEFL teacher? Retrieved from http://www.enjoytefl.com/why-become-a-tefl-teacher-2/
  • Erdem, A., & Koç, E. S. (2016). Classroom teachers’ professional development activities within the scope of lifelong learning in Turkey. International Journal of Human Sciences, 13(1), 1503-1513.
  • European Commission (2007). The key competences for lifelong learning: A European framework. Luxembourg: Office for Official Publications of the European Communities.
  • Evans, D. (2004). Supervisory management: Principles and practice (5th Edition). London: Thomson.
  • Gautier, C. (2015). The psychology of work: Insights into successful working practices. London: KoganPage.
  • Geertsen, R. (2013). Barriers to critical thinking across domains. Review of Management Innovation & Creativity, 6(20), 52-60.
  • Green, E. (2001). Can qualitative research produce reliable quantitative findings? Field Methods, 13(1), 3-19.
  • Hager, P. J. & Holland, S. S. (2006). Graduate attributes, learning and employability. Dordrecht: Springer.
  • Haseski, H, & Odabaşı, H. (2016). Faculty members’ point of views regarding lifelong learning. Turkish Online Journal of Qualitative Inquiry, 7 (4), 331-363.
  • Kim, J., Warga, E., & Moen, W. E. (2013). Competencies required for digital curation: An analysis of job advertisements. The International Journal of Digital Curation, 8(1), 66-83.
  • Lightfoot, A. (2015). Art in the classroom. Retrieved from https://www.teachingenglish.org.uk/ article/art-classroom
  • Longworth, N., & Davies, W. K. (2013). Lifelong learning: New vision, ne implications, new roles for people, organizations, nations and communities in the 21st century. London and New York: Routledge.
  • McCombs, B. L. (2014). Using a 360 degree assessment model to support learning to learn. In R. Deakin-Crick, T. Small, & C. Stringher (Eds.) Learning to learn for all: Theory, practice and international research: A multidisciplinary and lifelong perspective (pages 241-270). London: Routledge.
  • Meurs, F. V., Korzilius, H., & Hollander, A. D. (2006). Testing the effect of a genre’s form on its target group. In M. Gotti (Ed.) Linguistic insights (Vol 43) (pp. 91-118). Bern: Peter Lang AG, International Academic Publishers.
  • Morrison, N. (2016, June 29). International schools market to hit $89 billion by 2026. Retrieved from ttps://www.forbes.com
  • Murray, D. E., & Christison, M. M. (2011). What English language teachers need to know volume I: Understanding learning. New York & London: Routledge Taylor & Francis Group.
  • National Education Association (1975). Code of ethics. Retrieved from http://www.nea.org/ home/30442.htm
  • Selvi. K. (2011). Teachers’ lifelong learning competencies. International Journal of Curriculum and Instructional Studies, 1(1), 61-69.
  • Strom, R., & Strom, P. (2011). A paradigm for intergenerational learning. In M. London (Ed.). The Oxford handbook of lifelong learning (pp. 133-148). Oxford: Oxford University Press.
  • Suter, W. N. (2012). Qualitative data, analysis, and design. in D. McDaniel (Eds), Introduction to educational research: A critical thinking approach (pp. 342-386). California: Sage Publications.
  • College of Education at Kutztown University (2012). Teacher as a lifelong learner. Retrieved from https://www.kutztown.edu/academics/colleges-and-departments/education/about-the-college/teacher-as-a-lifelong-learner.htm
  • TESOL International Association (n.d.). Frequently asked questions about careers in TESOL. Retrieved from https://www.tesol.org/docs/pdf/2466.pdf?sfvrsn=2
  • Texas Education Agency. (1997). Project ExCELL – excellence and challenge: Expectations for language teachers – Implementing the Texas essential knowledge and skills for languages other than English. Retrieved from http://www.sedl.org/loteced/products/profdev.pdf
  • Wallace, D., & Wallace, S. (2001). GCSE business studies. Oxford: Heinemann Educational Publishers.

Lifelong Learning Skills in Job Advertisements: The Case of English Language Teaching

Year 2018, Volume: 3 Issue: 1, 27 - 55, 15.03.2018
https://doi.org/10.29250/sead.345524

Abstract

Job
advertisements are normally the first contact between recruiters and job
seekers. Descriptions of the job and individual specifications are key to job
seekers’ decision whether or not to apply. With the abundance of English
language job listings, English language teachers seem to be quite fortunate in opportunities
for landing a job. However, anecdotal evidence suggests that educational
qualifications per se are no longer sufficient; teachers now need other
attributes in order to attract recruiters’ attention. One such is an aptitude
for lifelong learning which is based on
complementarity
of skills. Therefore,
the
identification of commonly sought lifelong learning skills (alongside
educational qualifications) in job advertisements can give insight into areas
language teachers and teacher training programs need to prioritize. Aiming to affect
this, this research investigated 135 job listings on various job websites
advertising for international positions. Results showed that a bachelor’s
degree, even if in English Language Teaching (ELT), is insufficient for
international hiring and that postgraduate certification has become the norm.
Results also revealed certain themes related to lifelong learning skills
including both those that are student-oriented (i.e. facilitation of learning,
building confidence, assessment and evaluation of learning, critical thinking, and
preparation of students for life), and those that are teacher-centric (i.e.
professional development and engagement in research, technology, interpersonal
communication, course development, time management, and ethics). Results are
discussed, and recommendations are provided to help develop (pre-service)
teachers’ lifelong learning skills.

References

  • Amzat, I. H., Al-Mahruqi, S. H., Teslikhan, M., & Al-Omari, T. (2017). Engaging teachers in lifelong learning in Oman for knowledge growth and development: Government roles and higher institutions. In I. Amzat & N. V. N. (Eds). Teacher empowerment toward professional development and practices (pp. 135-151). Singapore: Springer.
  • California Department of Education. (2014). The California English language development standards: Kindergarten through Grade 12. Retrieved from http://www.cde.ca.gov/sp/el/er/ documents/eldstndspublication14.pdf
  • Candy, P. C. (1991). Self-direction for lifelong learning. San Francisco: Jossey-Bass.
  • Canniveng, C., & Martinez, M. (2003). Materials development and teacher training. In B. Tomlinson (Ed.) Developing materials for language teaching (pp. 479-489). London & New York: Continuum.
  • Celebi, N., Ozdemir, H., & Elicin, O. (2014). Studying level of awareness of teachers in terms of their lifelong learning skills. Procedia- Social and Behavioral Sciences, 116(21), 2030-2038.
  • Commission of the European Communities (CEC). (1995). White paper: education and training: teaching and learning: towards the learning society. Luxembourg: Office for Official Publications of the European Communities
  • Compton, R., Morrissey, W., & Nankervis, A. (2010). Effective recruitment and selection practices (5th Edition). Australia: McPherson’s Printing Group.
  • Cooper, D., Robertson, I. T., & Tinline, G. (2003). Recruitment and selection: A framework for success. London: Thomson.
  • Defence Language Institute Retrieved from http://dliflc.edu/wp-content/uploads/ 2015/05/ DLIFLC-Catalog-2015-2016.pdf
  • Deveci, T. (in press). Lifelong learning skills: A comprehensive approach to meaningful and effective learning. In F. Gunes (Ed). Skill approach in education: From theory to practice. Cambridge: Cambridge University Press.
  • Deveci, T. (2017). A scale for interpersonal communication skills for lifelong learning & freshman students’ predispositions. Manuscript submitted for publication.
  • Deveci, T., & Ayish, N. (2017). Correlation between critical thinking and lifelong learning skills of freshman students. Bartın University Journal of Faculty of Education, 6(1), 282-303
  • Dinevski, D., & Kokol, P. (2005). ICT and lifelong learning. European Journal of Open, Distance and E-Learning Retrieved from http://www.eurodl.org/materials/contrib/2004/Dinevski.html
  • Enjoy TEFL (n.d.) Why become a TEFL teacher? Retrieved from http://www.enjoytefl.com/why-become-a-tefl-teacher-2/
  • Erdem, A., & Koç, E. S. (2016). Classroom teachers’ professional development activities within the scope of lifelong learning in Turkey. International Journal of Human Sciences, 13(1), 1503-1513.
  • European Commission (2007). The key competences for lifelong learning: A European framework. Luxembourg: Office for Official Publications of the European Communities.
  • Evans, D. (2004). Supervisory management: Principles and practice (5th Edition). London: Thomson.
  • Gautier, C. (2015). The psychology of work: Insights into successful working practices. London: KoganPage.
  • Geertsen, R. (2013). Barriers to critical thinking across domains. Review of Management Innovation & Creativity, 6(20), 52-60.
  • Green, E. (2001). Can qualitative research produce reliable quantitative findings? Field Methods, 13(1), 3-19.
  • Hager, P. J. & Holland, S. S. (2006). Graduate attributes, learning and employability. Dordrecht: Springer.
  • Haseski, H, & Odabaşı, H. (2016). Faculty members’ point of views regarding lifelong learning. Turkish Online Journal of Qualitative Inquiry, 7 (4), 331-363.
  • Kim, J., Warga, E., & Moen, W. E. (2013). Competencies required for digital curation: An analysis of job advertisements. The International Journal of Digital Curation, 8(1), 66-83.
  • Lightfoot, A. (2015). Art in the classroom. Retrieved from https://www.teachingenglish.org.uk/ article/art-classroom
  • Longworth, N., & Davies, W. K. (2013). Lifelong learning: New vision, ne implications, new roles for people, organizations, nations and communities in the 21st century. London and New York: Routledge.
  • McCombs, B. L. (2014). Using a 360 degree assessment model to support learning to learn. In R. Deakin-Crick, T. Small, & C. Stringher (Eds.) Learning to learn for all: Theory, practice and international research: A multidisciplinary and lifelong perspective (pages 241-270). London: Routledge.
  • Meurs, F. V., Korzilius, H., & Hollander, A. D. (2006). Testing the effect of a genre’s form on its target group. In M. Gotti (Ed.) Linguistic insights (Vol 43) (pp. 91-118). Bern: Peter Lang AG, International Academic Publishers.
  • Morrison, N. (2016, June 29). International schools market to hit $89 billion by 2026. Retrieved from ttps://www.forbes.com
  • Murray, D. E., & Christison, M. M. (2011). What English language teachers need to know volume I: Understanding learning. New York & London: Routledge Taylor & Francis Group.
  • National Education Association (1975). Code of ethics. Retrieved from http://www.nea.org/ home/30442.htm
  • Selvi. K. (2011). Teachers’ lifelong learning competencies. International Journal of Curriculum and Instructional Studies, 1(1), 61-69.
  • Strom, R., & Strom, P. (2011). A paradigm for intergenerational learning. In M. London (Ed.). The Oxford handbook of lifelong learning (pp. 133-148). Oxford: Oxford University Press.
  • Suter, W. N. (2012). Qualitative data, analysis, and design. in D. McDaniel (Eds), Introduction to educational research: A critical thinking approach (pp. 342-386). California: Sage Publications.
  • College of Education at Kutztown University (2012). Teacher as a lifelong learner. Retrieved from https://www.kutztown.edu/academics/colleges-and-departments/education/about-the-college/teacher-as-a-lifelong-learner.htm
  • TESOL International Association (n.d.). Frequently asked questions about careers in TESOL. Retrieved from https://www.tesol.org/docs/pdf/2466.pdf?sfvrsn=2
  • Texas Education Agency. (1997). Project ExCELL – excellence and challenge: Expectations for language teachers – Implementing the Texas essential knowledge and skills for languages other than English. Retrieved from http://www.sedl.org/loteced/products/profdev.pdf
  • Wallace, D., & Wallace, S. (2001). GCSE business studies. Oxford: Heinemann Educational Publishers.
There are 37 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Makaleler
Authors

Tanju Deveci 0000-0001-5905-9793

Publication Date March 15, 2018
Submission Date October 21, 2017
Acceptance Date December 19, 2017
Published in Issue Year 2018 Volume: 3 Issue: 1

Cite

APA Deveci, T. (2018). Lifelong Learning Skills in Job Advertisements: The Case of English Language Teaching. The Journal of Limitless Education and Research, 3(1), 27-55. https://doi.org/10.29250/sead.345524

29844

17775


Bu eser Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı ile lisanslanmıştır.

This work is licensed under a Creative Commons Attribution-Non Commercial 4.0 International License.