scholarly journals Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers

2022 ◽  
pp. 026565902110709
Author(s):  
Ketty Andersson ◽  
Olof Sandgren ◽  
Ida Rosqvist ◽  
Viveka Lyberg Åhlander ◽  
Kristina Hansson ◽  
...  
Keyword(s):  
Professional Development ◽  
Change Score ◽  
Second Grade ◽  
Classroom Communication ◽  
Teacher Behaviour ◽  
Teachers Perceptions ◽  
Reciprocal Influence ◽  
Significant Difference ◽  
T1 And T2 ◽  
Delayed Intervention

Continued professional development (CPD), tailored to teachers’ needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers’ perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.

An Investigation into the Effect of Individual Differences on Iranian EFL Teachers’ Perceptions Concerning Professional Development Obstacles

2017 ◽  
Vol 7 (7) ◽  
pp. 570
Author(s):  
Sara Rahimi
Keyword(s):  
Professional Development ◽  
English Language ◽  
Small City ◽  
Teaching Career ◽  
Teachers Perceptions ◽  
Academic Qualification ◽  
Gender And Age ◽  
Significant Difference ◽  
Efl Teachers ◽  
Postgraduate Studies

The aim of this study is to examine Iranian EFL teachers’ perceptions of the professional development obstacles they face during their teaching career. A total of 50 Iranian EFL teachers at different language academy within a small city of Kangan, participated in this study. The following items were found to be most highly frequent among the participants of the current study: [“Observers’ visits are rare” for institutional professional development obstacles; (M= 3.91)], [“Some teachers cannot afford pursuing postgraduate studies” for self-directed professional development obstacles; (M= 4.76)], [“English language conferences in Iran are rare” for professional development obstacles related to the nature of the work; (M= 3.74)]. On the contrary, the following problems were found to be the least highly frequent ones the participants were facing during their professional development: [“Institute administration considers English less important than other languages”; (M= 3.04)], [“Some teachers always feel frustrated with most students”, (M= 2.97)], [“Teaching is a type of work that rapidly becomes routine” for professional development obstacles related to the nature of the work; (M= 2.85)]. Finally, no significant difference was found in teachers’ perceptions of professional development obstacles with regard to their academic qualification, ELT experience, gender, and age.

scholarly journals EFL Teachers’ Perceptions on the Implementation of Mobile-Assisted Language Learning in Saudi Arabia During COVID-19: Challenges and Affordances

2022 ◽  
Vol 13 (1) ◽  
pp. 92-100
Author(s):  
Norah Alghamdi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Elementary Schools ◽  
Language Learning ◽  
Teaching Experience ◽  
Future Research ◽  
Teachers Perceptions ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Efl Teachers

This study aimed to explore EFL teachers’ perceptions regarding mobile-assisted language learning (MALL) in elementary schools in Saudi Arabia, including their attitudes, levels of proficiency, and challenges they experienced regarding the use of MALL. The study also sought to investigate whether EFL teachers’ backgrounds have any significant impact on their perceptions of MALL. To this end, survey data were collected from 123 EFL teachers who have worked in elementary schools in Saudi Arabia. The results revealed teachers’ positive perceptions of MALL, particularly during the COVID-19 pandemic. Overall, participants stated that mobile learning is beneficial and has the potential to support and enhance EFL teaching. Most EFL teachers reported that they did not have a sufficient level of skills/abilities required to develop MALL activities and cited some challenges they faced. The results also indicate a significant difference among participants’ perceptions of MALL based on their professional development and teaching experience, but no difference based on their gender was found. These results indicate that placing a greater emphasis on offering professional development in MALL for Saudi EFL teachers could cultivate both greater proficiency and the ability to overcome challenges. This study concludes by providing recommendations on how to improve MALL implementation as well as directions for future research.

scholarly journals Examining Teachers' Perceptions on Empowerment According to Various Variables

2021 ◽  
Vol 11 (1) ◽  
pp. 127-146
Author(s):  
Yeliz Özkan Hıdıroğlu ◽  
Abdurrahman Tanrıöğen
Keyword(s):  
Professional Development ◽  
Union Membership ◽  
Teaching Experience ◽  
Teacher Empowerment ◽  
Educational Status ◽  
Length Of Service ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Education Status ◽  
Teachers Professional Development

The purpose of the study was to determine the perceptions of teachers regarding their empowerment and whether these perceptions differ significantly depending on their gender, age, branch, professional seniority, length of service at their school, education status, union membership, and the size of the number of students present at the school. In this study, teacher empowerment was considered to ensure teachers' professional development, increase their status, ensure their trust in their organizations, and increase cooperation among organization members. Four hundred forty-one teachers working in the public secondary schools in Denizli Merkezefendi and Pamukkale district participated in this quantitative study carried out during the 2019-2020 academic year. The data of the research were collected with the "Teacher Empowerment Scale."  The survey results showed that teachers' perceptions of teacher empowerment, status, trust, and cooperation were high, and their perception of professional development was very high. Accordingly, teachers perceive their status as lower than other dimensions of teacher empowerment. There was no statistically significant difference in the teachers' perceptions regarding their empowerment according to their gender, branch, educational status, and union membership. The age of the teachers was between 31-40 and 6-15 years of teaching experience.

scholarly journals The Effects of Needs- Based Continuous Professional Development Practice on Teachers ‟ Perception of CPD: Primary Schools English Language Teachers in Focus

2021 ◽  
Vol 5 (8) ◽  
pp. 20-39
Author(s):  
Endelibu Goa
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
English Language Teachers

This study was an attempt to examine the effects of needs- based Continuous Professional Development (CPD) practices on English language teachers’ perceptions. More specifically, the study addressed the following research questions: (1) What CPD activities do ELT teachers need to practice currently? (2)Is there a significant change in EFL teachers’ perceptions following in an intervention design to increase their perceptions about CPD practices? This research work was mainly experimental in design. The purpose of the experiment was to examine the effects of needsbased CPD practices on English language teachers’ perceptions. Pre-test and post-test measures were analyzed using a t-test statistical procedure. In addition, questionnaire, interviews, and FGDs were employed in order to obtain data required for the study. The data gathered through different instruments were subjected to both quantitative and qualitative analysis. The study involved five primary schools in Arba Minch. Fifty-two, randomly selected teachers were filled the pre-test and post-test questionnaire. Moreover, 10 teachers from each primary school were randomly selected for interview. Besides, 12 teachers from each primary school were involved in the FGDs in order to gather the necessary data for this study. Different sources were referred for the preparation of the training materials. The effects of need-based CPD practices on teachers’ perception were examined through the pre-test and the post-test. The results of the pre-test showed that there was no significant difference in the teachers’ perception before and after the experiment. The results of the post-test showed that there was a significant difference before and after the experiment in teachers’ perception (P<0.05). On the basis of the findings of the study, it was concluded that need-based CPD practice could have a great value in improving perception. Based on this, conclusions and recommendations were made.

scholarly journals The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China

2017 ◽  
Vol 10 (4) ◽  
pp. 100 ◽  
Author(s):  
Tao Xiong ◽  
Xiuzhen Xiong
Keyword(s):  
Professional Development ◽  
Teacher Identity ◽  
Rural Areas ◽  
Primary Schools ◽  
English Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Efl Teachers ◽  
The Status

Zhuangang (literally means “transferring post”) English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to the shortage of English teachers due to the policy of popularizing English learning in primary schools in China in 2001. Although they account for a large percentage of primary English teachers especially in rural areas in China, relatively little research has been conducted to investigate the status of their professional development and identity. This study is aimed at finding out whether there is a significant difference between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity and if it is the case, what may be the contributing reasons. A questionnaire was allocated and a significant difference (p=0.005) was observed between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity. Implications for enhancing their teacher identity and professional development are also discussed.

scholarly journals Teachers’ Perceptions of Educational Administers’ Support for Inclusive Education

2020 ◽  
Vol 9 (6) ◽  
pp. 112
Author(s):  
Abdullah Ali Asiri
Keyword(s):  
Professional Development ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Statistical Difference ◽  
Ministry Of Education ◽  
Administrator Support ◽  
Teachers Perceptions ◽  
District Administrators ◽  
Significant Difference

This paper investigates the perceptions of teachers in Saudi Arabia About educational administers&rsquo; support of inclusive education. The goal of this study is to provide a baseline of information for the ministry of education to enhance their professional development plan for administers and teachers to adopting inclusive education for the purpose of increasing the number of students with disabilities in general education settings. The results in this study were almost converged between agreement and disagree with slightly more respondents agreeing that administrator support of inclusive education was present. The inferential results indicated a statistically significant difference between respondent degree area and recognition of administrator support of inclusive education. Significant differences occurred for both school and district administrators. Also, another statistical difference was found between respondent teaching grade and their recognition of administers&rsquo; support of inclusive education.

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

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