The Willingness of Jordanian EFL Teachers to Endure Taking Online Professional Development Programs Rather Than Face to Face: رغبة معلمي اللغة الإنجليزية في متابعة الانخراط بالتنمية المهنية عن بعد عوضا عن التعلم المباشر

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Suha Abdulrazzaq Slim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Public Schools ◽  
Online Professional Development ◽  
Development Programs ◽  
Structured Interviews ◽  
Face To Face ◽  
Efl Teachers ◽  
Professional Development Programs ◽  
Face To Face Learning

This study attempts to investigate the willingness of Jordanian EFL teachers to endure taking Online Professional Development Programs (OPD) rather than face to face learning in both private and public schools. Therefore, a qualitative research methodology was carried out to examine the extent to which Jordanian EFL teachers are willing to endure taking Online Professional Development Programs (OPD) rather than face to face learning. Data were collected via online interviews with teachers through e-Learning forums as well as other means of interactive social Medias such as Zoom, Facetime and Microsoft teams during COVID-19 Pandemic in the second semester of the scholastic year 2019-2020. Ten EFL teachers were randomly chosen from forty public and private EFL school teachers to respond to the interviews. The sample consisted of ten teachers who were selected randomly for the interview. The interview content focused on two domains which are: the challenges faced teachers in online learning and the good learning practices experienced by EFL teachers during online learning regarding their experiences through the pandemic. The interviews were taking the form of semi-structured interviews. The findings of the study revealed that the majority of EFL teachers are unwilling to continue taking online professional development programs as they faced many troubles and obstacles through experiencing distant learning during the COVID-19 Pandemic as part of their first hands on experience. Two teachers showed a tendency to continue Online Professional Development Programs in parallel with face to face programs.

scholarly journals Exploring Change in EFL Teachers’ Perceptions of Professional Development

2017 ◽  
Vol 19 (1) ◽  
pp. 22-42 ◽  
Author(s):  
Mohammad Mohammadi ◽  
Khaled Moradi
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Process ◽  
Development Programs ◽  
Teachers Perceptions ◽  
Development Framework ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Professional Development Programs

AbstractContinuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers’ perceptions could be a significant endeavor as teachers’ beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed to investigate this fundamental issue via establishing professional development workshops to train teachers in order to promote sustainable professional growth. It examined 86 EFL teachers’ beliefs and attitudes toward CPD before and after attending workshops for professional development. The data were collected through a questionnaire and a follow-up interview. Paired-samples t-tests were run to measure differences between responses of pre and post surveys. Moreover, raw frequencies and percentages were calculated in order to prioritize the items the teachers selected in each variable. The findings demonstrate that beliefs about CPD can change. Survey data collected before and after professional development workshops revealed a statistical significant shift in EFL teachers’ beliefs. This finding was also supported by semi-structured interviews. In addition, the results also revealed that the participants perceived customized professional development programs with professional development framework as a beneficial tool to be included in the professional development programs. The study may have some pedagogical implications to be utilized in the educational process directed at sustainable professional development.

Developing ITV Best Teaching Practices and Effective Professional Development Programs

2012 ◽  
Vol 8 (4) ◽  
pp. 49-61
Author(s):  
Jared Keengwe ◽  
Leslie Ann Bieber ◽  
Gary Schnellert
Keyword(s):  
Professional Development ◽  
Academic Success ◽  
Interactive Video ◽  
School Administrators ◽  
New Technology ◽  
Traditional Classroom ◽  
Teacher Qualifications ◽  
Development Programs ◽  
Face To Face ◽  
Professional Development Programs

The purpose of this study is to explore the characteristics of an effective State Interactive Video (ITV) program relating to teacher qualifications and strategies, student research and involvement, organization, economical benefits, and technical support. Evidence from this study suggests that ITV instructors need more organization and preparation than is typically required for face-to-face teaching in a traditional classroom and the ability of ITV instructors to adapt and learn new technology-based teaching techniques is critical for student academic success. These findings are beneficial to school administrators planning to design and implement sound ITV pedagogical and professional development programs and practices to enhance student learning.

scholarly journals Novice and Experienced EFL Teachers: Which Professional Development Programs Matters for Our Classroom?

2020 ◽  
Vol 5 (9) ◽  
pp. 1243
Author(s):  
Shandra Nitalinawati
Keyword(s):  
Professional Development ◽  
Teaching Practice ◽  
Descriptive Study ◽  
Experienced Teachers ◽  
Development Programs ◽  
Successful Development ◽  
Efl Teachers ◽  
Professional Development Programs ◽  
The Impact ◽  
Depth Interviews

<p><strong>Abstract:</strong> This study aimed at exploring the perceptions of EFL novice and experienced teachers on the impact of professional development programs to their teaching practice. The design of this study is a descriptive study by using in-depth interviews for gaining the data. The result of this study revealed that novice and experienced teachers have different needs in developing their professionalism. This differences then lead to different preferences of development programs which really fulfill their needs and influence their teaching practice. Meanwhile, both teachers agree that the time permission is the most important factor of a successful development programs for teachers.</p><strong>Abstrak:</strong><em> </em>Penelitian ini menyelidiki persepsi guru Bahasa Inggris pemula dan guru berpengalaman dalam dampak kegiatan pengembangan keprofesian terhadap kegiatan pembelajaran mereka. Metode yang digunakan dalam penelitian ini adalah metode wawancara mendalam dengan pertanyaan-pertanyaan terbuka. Hasil dari penelitian ini menunjukkan bahwa guru bahasa Inggris pemula dan berpengalaman memiliki kebutuhan yang berbeda dalam mengembangkan profesionalisme mereka. Perbedaan ini kemudian mengarah pada perbedaan pilihan kegiatan pengembangan keprofesian.

scholarly journals ANALISIS PEMBELAJARAN IPA SECARA DARING DI KELAS TINGGI SEKOLAH DASAR PADA MASA PANDEMI COVID-19

2021 ◽  
Vol 8 (2) ◽  
pp. 193-205
Author(s):  
Kartono Kartono
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Learning Activities ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Face To Face ◽  
Analysis Technique ◽  
Qualitative Descriptive ◽  
Face To Face Learning ◽  
Internet Networks

The Covid-19 pandemic that hit Indonesia had a direct impact on learning activities in elementary schools, including science learning, so that face-to-face learning was shifted to online learning. This study aims to analyze online learning activities, supporting factors, obstacles faced, and the effectiveness of online learning during the Covid-19 pandemic. This research was conducted an elementary school of Pontianak Kota Regency, Pontianak City from March to April 2021. This study used a qualitative descriptive method to provide an overview of online learning an elementary school of Pontianak Kota Regency. This study uses data from semi-structured interviews given to classroom teachers, students, and parents. Data analysis used the analysis technique of Miles & Huberman through four stages, namely data collecting, data reduction, data presentation, and conclusion drawing/verification. The results of this study show that the Covid-19 pandemic has an impact on learning activities. Online learning is carried out using Google Meet and WhatsApp media. Supporting factors and obstacles in online learning, namely communication tools, internet networks, student motivation, and support from parents. Online learning is felt to be less effective because the material is not fully conveyed to students. Most of the activities are carried out only by giving material briefly and assigning assignments and collecting assignments. Thus, there is a need for breakthrough steps that teachers need to take so that learning is not monotonous and can be meaningful for students even in a state of online learning. Abstrak   Adanya pandemi Covid-19 yang melanda Indonesia secara langsung sangat berdampak pada kegiatan pembelajaran di sekolah dasar, termasuk pembelajaran IPA sehingga pembelajaran tatapp muka dialihkan ke pembelajaran online. Penelitian ini bertujuan untuk menganalisis secara daring kegiatan pembelajaran, faktor pendukung, kendala yang dihadapi, dan keefektifan pembelajaran daring selama Pandemi Covid-19. Penelitian ini dilaksanakan di sekolah dasar Kecamatan Pontianak Kota dari bulan Maret sampai April 2021. Ini Penelitian ini menggunakan metode deskriptif kualitatif untuk memberikan gambaran pembelajaran online di sekolah dasar Kecamatan Pontianak Kota. Penelitian ini menggunakan data dari wawancara semi terstruktur yang diberikan kepada guru kelas, siswa, dan orang tua siswa. Analisis data menggunakan teknik analisis Miles & Huberman melalui empat tahap, yaitu pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Hasil dari penelitian ini menunjukkan pandemi Covid-19 berdampak pada kegiatan pembelajaran. Pembelajaran secara daring dilakukan dengan menggunakan media Google Meet dan WhatsApp. Factor pendukung dan yang menjadi hambatan dalam pembelajaran online, yaitu alat komunikasi, jaringan internet, motivasi siswa, dan dukungan dari orang tua. Pembelajaran daring dirasakan kurang efektif karena materi tidak tersampaikan seluruhnya kepada siswa. Sebagian besar kegiatan dilakukan hanya dengan memberikan materi secara singkat dan pemberian tugas serta mengumpulkan tugas. Dengan demikian perlu adanya langkah terobosan yang perlu dilakukan guru agar pembelajaran tidak monoton dan bisa bermakna bagi siswa meskipun dalam keadaan pembelajaran daring. Kata Kunci:  pembelajaran daring, IPA, pandemi, sekolah dasar

Developing ITV Best Teaching Practices and Effective Professional Development Programs

2014 ◽  
pp. 817-828
Author(s):  
Jared Keengwe ◽  
Leslie Ann Bieber ◽  
Gary Schnellert
Keyword(s):  
Professional Development ◽  
Academic Success ◽  
Interactive Video ◽  
School Administrators ◽  
New Technology ◽  
Teacher Qualifications ◽  
Development Programs ◽  
Face To Face ◽  
Professional Development Programs ◽  
Enhance Student Learning

The purpose of this study is to explore the characteristics of an effective State Interactive Video (ITV) program relating to teacher qualifications and strategies, student research and involvement, organization, economical benefits, and technical support. Evidence from this study suggests that ITV instructors need more organization and preparation than is typically required for face-to-face teaching in a traditional classroom and the ability of ITV instructors to adapt and learn new technology-based teaching techniques is critical for student academic success. These findings are beneficial to school administrators planning to design and implement sound ITV pedagogical and professional development programs and practices to enhance student learning.

scholarly journals Identifying Training Needs of In-Service EFL Teachers in Inclusive Schools in Egypt

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Amira desouky Ibrahim Ali
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Inclusive Education ◽  
Behavioral Problems ◽  
Primary Schools ◽  
Project Based Learning ◽  
Future Research ◽  
Development Programs ◽  
Curriculum Adaptation ◽  
Professional Development Programs

With the implementation of inclusion in public schools in Egypt, there are demands for improving the professional development programs provided to in-service teachers concerning inclusive education. To that end, this mixed methods study aimed to identify the needs and preferences of English as a Foreign Language teachers regarding working with special-need students. The study also sought to explore the relationship between participants’ profile and their needs. Two hundred eighteen in-service teachers at primary schools in Egypt were selected by cluster sampling method to participate in a need assessment questionnaire while eight were interviewed. Participants reported lack of training in inclusive education, large class size, negative attitudes, shortage of time, heavy workload, and unfamiliarity with necessary strategies as barriers to inclusion. In addition, participants prioritized their needs for identification of language disorders, teaching methods, individualized instruction through curriculum adaptation and Individualized Educational Plans, and controlling behavioral problems. There were significant differences in participants’ needs based on age, years of experience and qualifications. The teachers preferred face-to-face workshops, mentor-supported learning and project-based learning besides morning sessions in weekdays. Recommendations for professional development programs and future research were provided.

scholarly journals Teacher Professional Development in Brazil: Colonization of Teachers’ Voices

2014 ◽  
Vol 6 (1) ◽  
Author(s):  
Daniele Nascimento
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Teacher Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Development Programs ◽  
Post Colonial ◽  
Master's Thesis ◽  
Teacher Professional ◽  
Professional Development Programs

This paper focuses on professional development practices implemented in Brazil, and the influence of post-colonial views in the power-relation between the ‘educational authorities’ or ‘experts’ and teachers. The paper addresses how this relationship in professional development is mostly ‘one-sided’, as often it does not include the 'voices' of teachers. Rather, it prioritizes the assumptions many  ‘experts’ have towards teachers’ needs for growth, in which the choices of topics and the kind of professional development programs to be designed often follow an ‘one-fits-all’ model or banking education as defined by Freire (1970). This paper emerged from the author's experience during her Master’s thesis research (Nascimento, 2010). She addressed the challenges of teaching in public schools in Brazil, and its implications in a social justice context. Through the lens of different teachers who participated in a volunteer-based Canadian/Brazilian teacher professional development program, the research investigated in which ways the inclusion of teachers' voices in professional development programs could affect teachers’ performance in a Brazilian context. During four years over the summer, Canadian teachers and Brazilian teachers worked together on a professional development program that aimed to encourage teachers to share their teaching experiences and reflect on their practice.

Blended Learning via Schoology as a Learning Management System in Reading Class: Benefits and Challenges

2019 ◽  
Vol 9 (2) ◽  
pp. 36
Author(s):  
Ahmad Ridho Rojabi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Management System ◽  
Learning Management System ◽  
Literature Study ◽  
Face To Face ◽  
Efl Teachers ◽  
Class Information ◽  
Learning Management ◽  
Face To Face Learning

Online learning integrated with face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning itself. Schoology as a Learning Management System implemented in blended learning can help teachers to manage class information. Schoology allows students and teachers to share information and provides access to content or administrative features of certain courses. However, despite the benefits of blended learning via schoology mentioned, EFL teachers are still unwilling to exploit blended learning via Schoology in their reading classes. This literature study reviews several papers investigating the benefits and challenges of blended learning via Schoology as a Learning Management System. The purpose of the study is to observe the benefits and the challenges of blended learning via Schoology. The data were collected through primary and secondary resources. It is expected that the findings will boost the EFL teachers’ attention in applying blended learning via Schoology in their classes, and draw the attention of EFL teachers in covering the challenges of blended learning via Schoology to improve students’ learning experiences. Keywords:  blended learning, Schoology, reading, benefits, challenges

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