scholarly journals English Supervisors’ Perspectives of Supervision in Omani Public Schools

2020 ◽  
Vol 10 (2) ◽  
pp. 21
Author(s):  
Rahma Al-Mahrooqi ◽  
C J Denman
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Teacher Development ◽  
Likert Scale ◽  
Government Schools ◽  
Participant Engagement ◽  
Challenges And Opportunities ◽  
Supervisory Process ◽  
The Way

The current study examined English supervisors’ perspectives of supervision in Omani public schools through the administration of a three-part, 13-category Likert-scale questionnaire. The questionnaire was distributed as part of a larger nation-wide investigation to 48 English supervisors in Omani schools and was completed by 35 participants.  Areas examined included participants’ views of the supervisory process, including its effectiveness, supervisor roles and qualifications, challenges and opportunities for professional development, and the contributions supervision makes to teacher development.  The questionnaire also explored participant engagement in a series of steps before, during, and after supervisor observation.  Mixed attitudes about the supervisory process were reported, although a number of important concerns were raised about the way English supervision occurs in Omani government schools.

Emerging Research on Personalized Learning

2020 ◽  
pp. 215-236
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Personalized Learning ◽  
Current Data ◽  
New Knowledge ◽  
Learning Research ◽  
The Way

Personalized learning is here to stay and is being integrated into more and more public schools. Some research on the benefits of personalized learning has been conducted, and other research has been done demonstrating that this form of education will not benefit all students. Research on whether technology should be a form of personalized learning has also been conducted, and the new role that personalized learning will create for teachers has been examined. Personalized learning research is also being conducted on a smaller scale with teachers, and it will change the way professional development is delivered to educators. Despite all the new knowledge that has been gained, more research is required on this educational phenomenon. This chapter describes some of the current data available on personalized learning concerning both students and teachers.

scholarly journals "The role of English teachers in achieving the vision of the Kingdom 2030. "Survey: دور معلمي اللغة الإنجليزية في تحقيق رؤية المملكة 2030. "دراسة استقصائية"

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Noura Awdah Al - Zahrani
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Public Schools ◽  
English Language ◽  
Future Research ◽  
Government Schools ◽  
Survey Tool ◽  
Efl Teachers ◽  
High Level

The study aimed at exploring the role of English as a Foreign Language (EFL) teachers in public schools in the Kingdom of Saudi Arabia, in achieving ‘Vision 2030’ which relates to the development of education in the EFL discipline. The study adopted the descriptive approach by utilizing a survey tool for the study which consisted of nineteen items divided into four constructs. The study sample consisted of 550 female and 450 male, Saudi government schools EFL teachers from all regions of the Kingdom. The results of the statistical analysis of the responses of the participants indicated overwhelmingly a high level of positive attitude towards professional development in the teaching of the English Language (EL), reaching 91% and a lack of statistically significant relationship between the responses of the participants towards implementing 2030 Vision through the achievement of professional development as well as working towards establishing international networking with teachers of English in various countries around the world. The results also indicated that there are still certain obstacles that may adversely affect the implementation of the vision of Saudi Arabia in 2030. Thus, the researcher has made several recommendations including conducting future research studies that will look into further areas not covered by this study.

scholarly journals Is dialogic teaching sustainable? Portrait of a teacher three years after completing a teacher development programme

2021 ◽  
Vol 9 ◽  
pp. A37-A59
Author(s):  
Klara Sedova
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Classroom Discourse ◽  
Development Programme ◽  
Dialogic Teaching ◽  
Video Recordings ◽  
Teacher Professional ◽  
Over Time ◽  
The Way

This study deals with the question of whether a change in classroom discourse implemented through teacher professional development (TPD) is sustainable over time. I studied one teacher’s practices and thinking three years after completing a TPD programme focused on dialogic teaching. The data were collected through interviews with the teacher and video recordings of her lessons. The data showed that the teacher continued with dialogic teaching, but she appropriated and modified the concept of dialogic teaching to serve her own needs and preferences. The way the teacher overcame obstacles to sustaining the implemented change is discussed in the study.

scholarly journals Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030

2017 ◽  
Vol 5 (1) ◽  
pp. 83 ◽  
Author(s):  
Nurah Oddah Ahmad Al-Zahrani ◽  
Hussam Rajab
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Public Schools ◽  
English Language ◽  
Future Research ◽  
Government Schools ◽  
Survey Tool ◽  
Efl Teachers ◽  
Attitudes And Perceptions ◽  
High Level

The study aimed at exploring the attitudes and perceptions of English as a Foreign Language (EFL) teachers at public schools in the Kingdom of Saudi Arabia, in achieving the Kingdom’s ‘2030 Vision’ which relates to the development of education in general and to the EFL discipline in particular. The study adopted the descriptive approach by utilizing a survey tool for the study which consisted of nineteen items divided into four constructs. The study sample consisted of 550 female and 450 male, Saudi government schools EFL teachers from the main regions of the Kingdom. The results of the statistical analysis of the responses of the participants indicated overwhelmingly a high level of positive attitude towards professional development in the teaching of English Language (EL), reaching 91% as well as a near unanimity in the responses of the participants which was reflected in the lack of statistically significant relationship between the responses of the participants towards implementing 2030 vision through the achievement of professional development as well as working towards establishing international networking with teachers of English in various countries around the world. The results also indicated that there are still certain obstacles that may adversely affect the implementation of the vision of Saudi Arabia in 2030. Thus, the researchers have made several recommendations including conducting future research studies that will look into further areas not covered by this study.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

scholarly journals Phytoremediation and the Way Forward: Challenges and Opportunities

2021 ◽  
pp. 405-436
Author(s):  
George K. Shinomol ◽  
Revathi K. Bhanu
Keyword(s):  
Challenges And Opportunities ◽  
The Way

‘Yr Beast’: Gender Parrhesia and Punk Trans Womanhoods

2021 ◽  
Vol 127 (1) ◽  
pp. 119-134
Author(s):  
Jay Szpilka
Keyword(s):  
Embodied Experience ◽  
Challenges And Opportunities ◽  
The Subject ◽  
Trans Women ◽  
A Site ◽  
Significant Attention ◽  
The Way

While the subject of women’s activity in historical and contemporary punk scenes has attracted significant attention, the presence of trans women in punk has received comparatively little research, in spite of their increasing visibility and long history in punk. This article examines the conditions for trans women’s entrance in punk and the challenges and opportunities that it offers for their self-assertion. By linking Michel Foucault’s notion of parrhesia with the way trans women in punk do their gender, an attempt is made at showing how the embodied experience of a trans woman making herself heard from the punk stage can serve as a site of ‘gender pluralism’.

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

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