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Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identity as Their Professional Development Needs.

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Title: Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identity as Their Professional Development Needs.
Language: English
Authors: Epstein, Ruth
Source: TESL Canada Journal. Spr 2001 18(2):78-96.
Availability: TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Peer Reviewed: Y
Page Count: 19
Publication Date: 2001
Document Type: Journal Articles
Reports - Research
Descriptors: English (Second Language), Foreign Countries, Interviews, Language Teachers, Needs Assessment, Professional Development, Questionnaires, Second Language Instruction, Second Language Learning
Geographic Terms: Canada, South Africa
ISSN: 0826-435X
Abstract: Discusses a client analysis conducted to explore the professional development needs of 11 language teachers, five in South Africa and six in Canada. Employed a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived processional development needs. (Author/VWL)
Entry Date: 2003
Accession Number: EJ659479
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identity as Their Professional Development Needs.
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  Data: TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: Discusses a client analysis conducted to explore the professional development needs of 11 language teachers, five in South Africa and six in Canada. Employed a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived processional development needs. (Author/VWL)
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