scholarly journals A Framework on Exploring Primary School English Language Teachers’ Perceptions of their Continuing Professional Development in Malaysia

2017 ◽  
Vol 4 (1) ◽  
pp. 63-76
Author(s):  
Elaine Ling Ling Pang ◽  
David Wray
Keyword(s):  
Professional Development ◽  
Primary School ◽  
English Language ◽  
Continuing Professional Development ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
English Language Teachers

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.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

scholarly journals Experiences of Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD)

Open Praxis ◽  
2018 ◽  
Vol 10 (3) ◽  
pp. 279 ◽  
Author(s):  
Monty King ◽  
Bernadete Luan ◽  
Esperança Lopes
Keyword(s):  
Professional Development ◽  
English Language ◽  
Participant Observation ◽  
Continuing Professional Development ◽  
Subject Area ◽  
Language Teachers ◽  
Online Course ◽  
Course Content ◽  
English Language Teachers ◽  
English Language Institute

This paper details the experiences of a group of Timorese English language teachers from Lorosa’e English Language Institute (LELI) in Dili, Timor-Leste, who participated in a professional development MOOC entitled Teaching for Success: Lessons and Teaching between March and April 2017. Drawing on the pedagogical principles of blended learning; participants engaged with online course content, and once a week met as a study group to view some video content together and discuss issues arising from it. The authors draw on participant observation, individual and focus group interviews and post-course author reflections to outline the benefits and challenges of doing blended MOOCs in Dili, and propose that they can provide local English language teachers opportunities for subject area knowledge building, language literacy development and more general lifelong learning.

scholarly journals Challenges for Professional Development of Malaysian ESL Teachers

2019 ◽  
Author(s):  
Ruzana Omar ◽  
Radzuwan Ab. Rashid2
Keyword(s):  
Professional Development ◽  
Primary School ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Esl Teachers ◽  
Part Time ◽  
English Language Teachers

The paper aims to provide insights into the current understanding of the challenges faced by in-serviced primary school ESL teachers in completing their degree on a part-time basis. In relation to the government’s effort to improve the quality of primary education, many English language teachers have enrolled in the ‘Teacher’s First-degree program’ offered by the Ministry of Education. The participants of the program, somehow, face a number of challenges. As adult learners, the ESL teachers need to follow in doing the degree part time as all of them are full time teachers and teaching in different schools. Sociocultural theory of Lev Vygotsky provided the theoretical framework for this case study. This qualitative study explored the experiences of five in-service primary school English language teachers who were involved in the program. Semi-structured interviews were carried out to identify the challenges faced by the teachers in completing a primary school teacher’s first-degree program organized by the Ministry of Education (MOE). The main data generated from semi-structured interviews was analysed using thematic analysis approach. The findings revealed that job commitments, family commitments, health mental issue and time management are the main challenges faced by them. Exploring in-service primary school English teachers challenges in furthering their studies part-timely might give the Ministry of Education (MOE) consideration in understanding of language teachers’ selves and needs while pursuing their first degree. This research might also be helpful to investigate the current practices of the professional development of primary school English teachers in Malaysia.

scholarly journals The discursive construction of teachers and implications for continuing professional development

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Ramesh Nair ◽  
Roshayani Arshad
Keyword(s):  
Professional Development ◽  
English Language ◽  
Action Plan ◽  
Continuing Professional Development ◽  
Language Teachers ◽  
Specific Reference ◽  
Discursive Construction ◽  
Course Of Action ◽  
English Language Teachers ◽  
The Government

The Malaysia Education Blueprint 2013-2025 is a document that spells out a plan of action for revamping the Malaysian education system. Therefore, it is no surprise that references are made to teachers and their role in ensuring the successful execution of the action plan. Although the blueprint does not set out a course of action for teachers of individual subjects, specific reference is made to English language teachers and this is ideologically significant. In order to understand this significance and how the blueprint positions Malaysian English language teachers, the document needs to be located within the wider discourse community, vis-à-vis through an intertextual reading. In this paper, we first examine the discursive construction of English language teachers in the blueprint as well as media texts to illustrate how these texts have collectively constructed the identity of Malaysian English language teachers. Next, we argue that this discursive construction of Malaysian English language teachers has had consequences for the way continuing professional development programmes have been organised for them in the first of three waves of the Malaysian Education Blueprint action plan from 2013 to 2015. The findings reveal that continuing professional development programmes during this period have focused predominantly on the training of the discursively constructed inept Malaysian English language teacher to ensure they possess the desired proficiency and are able to make changes to existing classroom practices that are aligned with the government agenda.

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