Professional Development of Female Teachers in Chinese Universities

The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers’ written reflections, content analysis of teachers’ posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers’ professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students’ access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.

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Investigation of Perceptions Concerning Leadership Roles of Physical Education and Sport Teachers

Journal of Education and Learning ◽

10.5539/jel.v9n5p277 ◽

2020 ◽

Vol 9 (5) ◽

pp. 277

Author(s):

Tuncay Öktem ◽

Murat Kul

Keyword(s):

Professional Development ◽

Physical Education ◽

Teacher Leadership ◽

Institutional Development ◽

T Test ◽

Male Teachers ◽

Leadership Roles ◽

Female Teachers ◽

Total Point ◽

The City

This study aims to investigate the perceptions of physical education and sport teachers who work in the city Bayburt concerning teacher leadership roles in terms of various variables. The population of the study consists of 42 physical education and sport teachers who work in the city Bayburt. Sampling has not been used as the whole population is included. The chapter in which the perceptions of teachers have been evaluated is used from The Scale of Perception and Expectation Identification Concerning Teacher Leadership which was developed by Beycioğlu (2009) to identify the perceptions of physical education and sport teachers concerning teacher leadership. According to the test of analysis of independent sample t-test, it is identified that female teachers have higher averages than male teachers at institutional development subscale and scale total point. Furthermore, it is found that physical education and sport teachers who have a less than 10 years experience have higher averages compared to those who have a more than 10 years experience at institutional development, professional development, collaboration among colleagues’ subscales and scale total point (p < .05). As a result, it can be stated that physical education and sport teachers who have a less than 10 years experience take part more in performing studies that are based on collaboration, creating an impact on the students and colleagues with model behavior and performing executive activities as compared to teachers who have 10 years and more experience.

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Teachers’ perceptions of students with Special Educational Needs in Two Western Districts of Bhutan

Journal of Education and Training Studies ◽

10.11114/jets.v8i12.5092 ◽

2020 ◽

Vol 8 (12) ◽

pp. 27

Author(s):

Tshering Womling ◽

Sonam Dhendup ◽

Sherab Jatsho

Keyword(s):

Professional Development ◽

Teacher Collaboration ◽

Online Survey ◽

Educational Needs ◽

Good Thing ◽

Special Educational Needs ◽

Teachers Perceptions ◽

Female Teachers ◽

Perceptions Of Students ◽

And Training

The present study examined Bhutanese teachers’ general perceptions, challenges towards special educational needs (SEN) students, and professional development (PD) and training attended by teachers with their levels of stress. A total of 53 teachers of two SEN schools in western Bhutan participated in this study. The data were collected using the online survey. The findings of this study suggest that although, 55% of teachers felt that teaching students with or without disabilities together is a good thing, however, one of the challenges certainly was the inadequate numbers of trained and specialised teachers. The findings also indicated that teachers learnt skills in SEN mostly through personal initiatives such a doing further research and reading. Similarly, the results of the study showed that the female teachers were said to have experienced more stress compared to their male counterparts. Further, the study also revealed that some of the challenges identified by teachers while teaching students with SEN were the lack of teacher collaboration within the school, lack of resources, overcrowded classrooms and the lack of professional development and training. Alternatively, the correlation and the prediction analyses further revealed that an estimated of 52% variability of stress can be predicted by the PD/trainings attended by the teachers.

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ELT teachers working in underprivileged districts of Turkey and their perspective of continuous professional development opportunities

Journal of Human Sciences ◽

10.14687/jhs.v14i3.4689 ◽

2017 ◽

Vol 14 (3) ◽

pp. 2483

Author(s):

Mehmet Tunaz ◽

Engin Evrim Önem

Keyword(s):

Professional Development ◽

Focus Group ◽

Continuous Professional Development ◽

Male Teachers ◽

Focus Group Discussions ◽

Group Discussions ◽

Female Teachers ◽

Efl Teachers ◽

The Times ◽

State Schools

The purpose of this research is to enquire the ELT teachers’ perspective of continuous professional development under restricted conditions they are obliged to teach English. Therefore, 20 EFL teachers who have been working at different state schools in the remote villages of southeast region of Turkey were selected as the participants of the inquiry. The data were collected in two different processes. First, all the teachers in the study were interviewed to answer the questions in the first part of the survey individually. Then, randomly selected 12 teachers were separated into two groups for online focus-group discussions, which were held in a semi-structured context by leading questions adapted from Brown (2013). Data collection processes were audio-recorded, and the qualitative data obtained from interviews and focus group discussions were coded and clustered to form specific themes. The results of the research revealed that teachers working in underprivileged districts of Turkey: (a) believe the crucial contribution of professional development activities for teacher quality and/or student achievement (b) have very limited opportunities and options for sustained professional development, and (c) think that the times allocated for professional development activities should be increased. Moreover, teachers these teachers (d) hope to take place in the planning phase of professional development activities, and (e) are dissatisfied with unfair financial situation. Upon the analysis of these items stated in the results, male teachers were found to focus on more general ideas compared to female teachers (item a and item b). On the other hand, the results indicated that female teachers focused on specific ideas statistically more often compared to male teachers (item c and item d). The teachers did not show statistical gender difference in terms of financial limitations (item e). The results of the research might be generalized to the similar contexts in other underprivileged districts, and similar researches might be conducted with teachers of other fields in order to reach results that are more generalizable.

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Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

10.31235/osf.io/jq3gw ◽

2021 ◽

Author(s):

Khaled Dweikat ◽

Munther Zyoud

Keyword(s):

Professional Development ◽

Online Technologies ◽

Female Teachers ◽

The Social ◽

Efl Teachers ◽

Focus Group Meeting ◽

Teacher Training Programs ◽

Teachers Professional Development ◽

New Situation

The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers’ written reflections, content analysis of teachers’ posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers’ professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students’ access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.

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The effect of Lesson Study on the development of Reflection thinking among teachers in the Qassim region and its relationship to some variables: أثر بحث الدرس (Lesson Study) في تنمية التفكير التأملي لدى المعلمات في منطقة القصيم وعلاقته ببعض المتغيرات

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.l090220 ◽

2020 ◽

Vol 4 (24) ◽

Author(s):

Aloush Mudeaj Mohaf Al-Otaibi, Ghada Nasser Al-Tamimi

Keyword(s):

Professional Development ◽

Effect Size ◽

Lesson Study ◽

Female Teachers ◽

School Based ◽

Independent Variable ◽

Descriptive Approach ◽

Level Of Significance ◽

Development Methods

The aim of the research is to discover the effect of Lesson Study on developing contemplative thinking among teachers in the Qassim region and its relationship to the variables of experience and educational stage, and to achieve the goal of the research, the descriptive approach was used, and the research sample consisted of (120) teachers, and the tool was represented in a scale of contemplative thinking, The research reached the following results: It was found that there were statistically significant differences in favor of the group participating in the Lesson Study, which represented (37) teachers, where the level of significance appeared at(α= 000) which is statistically significant, and the value of the effect size is high ((89. ), And through this, it was found that there were statistically significant differences in favor of the group participating in the lesson study, Evidence of the effect of using the independent variable (Lesson Study) in developing contemplative thinking among female teachers in the Qassim region. The results also showed that there are no statistically significant differences attributable to the variable of experience, as well as the absence of statistically significant differences attributable to the variable of the educational stage, and in light of These results were a set of recommendations, the most important of which are: The importance of supporting school-based professional development through lesson study, and its adoption as one of the professional development methods that develop contemplative thinking for teachers.

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Effectiveness of the Professional Development of Students' Counselor in Improving Student's Educational and Pedagogical Performance: فاعلية التطوير المهني للمرشدة الطلابية في تحسين أداء الطالبة التعليمي والتربوي

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.f090919 ◽

2020 ◽

Vol 4 (7) ◽

Author(s):

Fatima Mohammad Al-Quraisha

Keyword(s):

Professional Development ◽

Point Of View ◽

Development Programs ◽

Female Teachers ◽

Administrative Employees ◽

Study Population ◽

Survey Sample ◽

The Impact ◽

Development Of Students

The present study aimed to identify the effectiveness of the professional development of the female advisor of students in improving the performance of female students (academic) and educational behavioral from the point of view of female teachers. The study population consisted of all teachers and administrative employees in the fourth secondary school in Najran region in Saudi Arabia in addition to the educational supervisors. A survey sample was taken due to the small and limited size of the community, To achieve the purpose of the study, the researcher followed the descriptive analytical approach and the researcher prepared a questionnaire as a tool for the study, It consisted of two parts, one to find out the effectiveness of the professional development of the student guide, and the other to identify the impact of this effectiveness in improving the level of students, In addition to a set of statistical methods including arithmetic averages, standard deviation and others. The results showed that (69.9%) of the respondents' responses indicated that professional development was high, and that (73.9%) of respondents said that professional development contributes significantly and effectively to improve the performance of students, as well as the absence of statistically significant differences on the level of effectiveness of the professional development of students' counselor in improving the performance of students. The most prominent recommendations rely in the preparation of the developmental and development programs for students' counselor which contribute to raise and improve the level of students' performance, follow-up and evaluation of the programs that have been implemented in addition to taking notes and feedback in this regard as well as the need to involve the target group of training (student counselor) in the design and construction of training and developmental programs.

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Assessing Reflection as a Tool of Female Teacher’s Professional Development in Saudi EFL Post-Observation Conferences

Arab World English Journal ◽

10.24093/awej/vol12no3.5 ◽

2021 ◽

Vol 12 (3) ◽

pp. 66-81

Author(s):

Farah Nasser Algraini

Keyword(s):

Professional Development ◽

Qualitative Study ◽

Arab World ◽

Female Teachers ◽

Teachers Professional Development ◽

Reflective Skills

This qualitative study investigated the effect of Saudi EFL post-observation conferences on female teachers’ professional development through assessing teachers’ reflection. It also examined to what extent these conferences are considered reflection-enhancing. Moreover, it contributed towards filling the gap in the literature regarding this area because of two reasons. The first is that there is a paucity of research on functional and thematic analyses of post-observation conferences either internationally or in the Arab world. The second is that most studies conducted in this area have only been surveyed. The sample consisted of 30 Saudi EFL female participants divided into 10 supervisors and 20 teachers. They voluntarily recorded the post-observation conferences conducted by them in Saudi schools in Riyadh region. Two analytic systems are used to analyze the recordings: a functional analytic system and a thematic one. The findings showed that post-observation conferences do not contribute towards enhancing teachers’ reflective skills as a key element of teachers’ professional development.

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