scholarly journals Moroccan EFL Teachers’ Participation, Preferences, and Perceived Effectiveness of Online Professional Development

2021 ◽  
Vol 2 (4) ◽  
pp. 62-74
Author(s):  
Oussama Moussaoui
Keyword(s):  
Professional Development ◽  
English Language ◽  
Survey Design ◽  
Language Teachers ◽  
Online Professional Development ◽  
Perceived Effectiveness ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Efl Teacher ◽  
Efl Teachers

The present study aims at investigating Moroccan EFL teachers’ participation in and attitude towards online professional development. It seeks also to examine teachers’ perceived effectiveness of online professional development by using a cross-sectional survey design. This design was supported with a questionnaire and a scale to collect data from a sample of (103) Moroccan EFL teacher. The data elicited was coded and analyzed quantitatively and qualitatively. The results of the study reveal that teachers in the Moroccan context are not fully engaged in online professional and they still exhibit higher preference to traditional forms of professional development. In addition, the results report that teachers perceive that online professional development provides effective content that is sustainable and access flexible. However, teachers also inform that online professional development is not active and collaborative in nature. Based on the results of this study a number of informed recommendations are directed to Moroccan English language teachers and policymakers.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

Teacher Development: Strategies and Perception

2017 ◽  
Vol 8 ◽  
pp. 69-78
Author(s):  
Padam Lal Bharati ◽  
Subas Chalise
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
English Language ◽  
Development Strategies ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
English Speaking ◽  
Teachers Professional Development ◽  
Clear Idea

Aspects of teachers’ professional development in general and EFL teachers in non-English speaking countries in particular are issues that warrant constant research. Although these are widely researched areas internationally, within Nepal grounded professional development studies have been sparsely carried out. A considerable section of practicing English language teachers has no clear idea of the issue although it directly concerns themselves. Against this backdrop, this article explores some EFL teachers’ perception on the concept of teacher development in a relatively sophisticated centrally located town of Nepal.The Saptagandaki Journal Vol.8 2017: 69-78

scholarly journals PRIMARY ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT DURING COVID19 PANDEMIC: A PRELIMINARY RESEARCH

2021 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Wiputra Cendana ◽  
Yonathan Winardi
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
External Support ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Home Based

There have been many ways offered as professional development (PD) for language teachers as well as conferences discussing its trends and alternatives. However, the world is facing CoVid19 pandemic that changes the context and media of English language teaching and learning in primary classrooms at present. Therefore, there is a need for novice teachers to be equipped by ways and opportunities in professional development that suit with the existing context and available media to apply PD. A preliminary cross-sectional survey was done in late July 2020 to get feedback on the ways primary English teachers of two private schools in West Jakarta did professional development. Possible solutions and opportunities are offered to assist them having a sustainable and meaningful professional development in the future during home-based learning (HBL) due to CoVid19 pandemic.The conclusion of the research is the primary English teachers have done various PD ways and need internal and external support from the school and local government mainly in the infrastructure, in order to provide the best possibility of the new learning experience with the students in the online classroom.    

scholarly journals Perceived Treatment Satisfaction and Effectiveness Facilitators Among Patients With Chronic Health Conditions: A Self-Reported Survey

10.2196/13029 ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. e13029
Author(s):  
Kathryn Volpicelli Leonard ◽  
Courtney Robertson ◽  
Amrita Bhowmick ◽  
Leslie Beth Herbert
Keyword(s):  
Treatment Satisfaction ◽  
Survey Design ◽  
Strong Relationship ◽  
Chronic Health Conditions ◽  
Health Conditions ◽  
Perceived Effectiveness ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Chronic Health ◽  
Factors Associated

Background Approximately 50% of patients are nonadherent to prescribed medications. Patient perception regarding medication effectiveness has been linked to improved adherence. However, how patients perceive effectiveness is poorly understood. Objective The aim of this study was to elucidate factors associated with perceived treatment satisfaction and effectiveness among patients with chronic health conditions. Methods We conducted a descriptive study using a cross-sectional survey design. We administered a Web-based survey to participants with migraine, multiple sclerosis (MS), or rheumatoid arthritis (RA). Patients were recruited from established online communities of Health Union. Descriptive statistics, correlations, and comparison tests were used to examine outcomes. Results Data were collected from 1820 patients: 567 with migraine, 717 with MS, and 536 with RA. The majority of participants were female (1644/1820, 90.33%), >40 years old (1462/1820, 80.33%), and diagnosed >5 years ago (1189/1820, 65.33%). Treatment satisfaction and perceived medication effectiveness were highly correlated (r=0.90, P<.01). Overall, three temporal factors were positively correlated with satisfaction or perceived effectiveness: time on current medication (satisfaction rs=0.22, P<.01; effectiveness rs=0.25, P<.01), time since diagnosis (satisfaction rs=0.07, P<.01; effectiveness rs=0.09, P<.01), and time on treatment (effectiveness rs=0.08, P<.01). Conclusions Findings validated the strong relationship between treatment satisfaction and perceived effectiveness. Understanding the (1) positive relationship between time and treatment satisfaction and effectiveness and (2) factors associated with determining medication effectiveness can help clinicians better understand the mindset of patients regarding treatment. Clinicians may be better prepared to elicit patient beliefs, which influence medication adherence, for people diagnosed with chronic health conditions.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

scholarly journals Investigating E-Learning Readiness During the COVID-19 Pandemic Among Malaysian ESL Teachers: What are the Limitations of Current Scales?

2021 ◽  
pp. 41-46
Author(s):  
Asmaa AlSaqqaf ◽  
Hu Ke
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Technological Readiness ◽  
E Learning ◽  
English Language Teachers ◽  
Technological Skills ◽  
The Government

The quick spread of the COVID-19 pandemic across the globe has seriously affected all aspects of individuals’ lives including the educational sector. In response to this pandemic in Malaysia, the government implemented a Movement Control Order (MCO) on 18 March 2020, where the whole country was put on lockdown. Yet, the teaching and learning activities had to continue during this period, a process that was carried out through a full reliance on e-learning. This paper attempted to investigate the level of e-learning technological readiness among English language teachers to utilize e-learning in teaching during the MCO in Malaysia. A total of 68 English language teachers responded to an online cross-sectional survey that measured technological skills readiness based on Chapnick’s (2000) e-learning readiness model. Results showed that during the MCO in Malaysia, English language teachers were technologically ready to use e-learning in teaching. However, these findings contradict the latest reports that highlight a number of challenges faced by Malaysian teachers in conducting online classes. This inconsistency could be attributed to the limitations identified in the existing e-learning surveys and questionnaires that deal with extremely limited aspects of technological readiness. Hence, this research stresses the urgent need to develop up-to-date scales that can comprehensively address the various aspects of the advanced technological skills that should be mastered by teachers and educators, especially in this era of the Fourth Industrial Revolution (IR4.0).

scholarly journals Perceived Treatment Satisfaction and Effectiveness Facilitators Among Patients With Chronic Health Conditions: A Self-Reported Survey (Preprint)

2018 ◽  
Author(s):  
Kathryn Volpicelli Leonard ◽  
Courtney Robertson ◽  
Amrita Bhowmick ◽  
Leslie Beth Herbert
Keyword(s):  
Treatment Satisfaction ◽  
Survey Design ◽  
Strong Relationship ◽  
Chronic Health Conditions ◽  
Health Conditions ◽  
Perceived Effectiveness ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Chronic Health ◽  
Factors Associated

BACKGROUND Approximately 50% of patients are nonadherent to prescribed medications. Patient perception regarding medication effectiveness has been linked to improved adherence. However, how patients perceive effectiveness is poorly understood. OBJECTIVE The aim of this study was to elucidate factors associated with perceived treatment satisfaction and effectiveness among patients with chronic health conditions. METHODS We conducted a descriptive study using a cross-sectional survey design. We administered a Web-based survey to participants with migraine, multiple sclerosis (MS), or rheumatoid arthritis (RA). Patients were recruited from established online communities of Health Union. Descriptive statistics, correlations, and comparison tests were used to examine outcomes. RESULTS Data were collected from 1820 patients: 567 with migraine, 717 with MS, and 536 with RA. The majority of participants were female (1644/1820, 90.33%), &gt;40 years old (1462/1820, 80.33%), and diagnosed &gt;5 years ago (1189/1820, 65.33%). Treatment satisfaction and perceived medication effectiveness were highly correlated (<i>r</i>=0.90, <i>P</i>&lt;.01). Overall, three temporal factors were positively correlated with satisfaction or perceived effectiveness: time on current medication (satisfaction <i>r<sub>s</sub></i>=0.22, <i>P</i>&lt;.01; effectiveness <i>r</i><sub>s</sub>=0.25, <i>P</i>&lt;.01), time since diagnosis (satisfaction <i>r</i><sub>s</sub>=0.07, <i>P</i>&lt;.01; effectiveness <i>r</i><sub>s</sub>=0.09, <i>P</i>&lt;.01), and time on treatment (effectiveness <i>r</i><sub>s</sub>=0.08, <i>P</i>&lt;.01). CONCLUSIONS Findings validated the strong relationship between treatment satisfaction and perceived effectiveness. Understanding the (1) positive relationship between time and treatment satisfaction and effectiveness and (2) factors associated with determining medication effectiveness can help clinicians better understand the mindset of patients regarding treatment. Clinicians may be better prepared to elicit patient beliefs, which influence medication adherence, for people diagnosed with chronic health conditions.

Influence of support on work engagement in nursing staff: the mediating role of possibilities for professional development

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Francoise Contreras ◽  
Ghulam Abid ◽  
Mark Govers ◽  
Natasha Saman Elahi
Keyword(s):  
Professional Development ◽  
Nursing Staff ◽  
Work Engagement ◽  
Survey Design ◽  
Healthcare Personnel ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Content Type ◽  
Mediating Role

PurposeThe purpose of this study is to examine the effects of colleague and supervisor support on work engagement, examining the mediating role of possibilities for professional development in a healthcare setting.Design/methodology/approachA cross-sectional survey design was used. A sample of 253 Colombian nurses from a private hospital completed a series of questionnaires.FindingsAccording to the results, support from both colleagues and supervisors influences the work engagement of healthcare personnel. This research provides evidence about how to encourage work engagement in nursing staff through an adequate environment characterized by support and opportunities for career advancement.Research limitations/implicationsIn this study, a cross-sectional design was used; therefore, the generalization is limited, and it is not possible to infer causality.Originality/valueProviding certain conditions can promote not only work engagement with its desirable effects, but it may also mitigate the burden of a complex environment such as healthcare.

scholarly journals Continuing professional development: Awareness, attitude, facilitators, and barriers among nurses in the Philippines

2020 ◽  
Author(s):  
Julie Anne Faye Sobrepeña Palma ◽  
Ryan Michael Flores Oducado ◽  
Bonna Sobrepeña Palma
Keyword(s):  
Professional Development ◽  
Survey Design ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Self Report ◽  
Cross Sectional Survey ◽  
Related Factors ◽  
Cross Sectional ◽  
Facilitators And Barriers ◽  
Self Report Data

Background & Aim: Mandatory Continuing Professional Development (CPD) remains to be an issue among nurses. The relatively new implementation of the CPD Act in the Philippines has led to varying perceptions and oppositions that warrant exploration. This study aimed to determine the awareness, attitude, facilitators, and barriers to CPD among hospital nurses in the Philippines. Methods & Materials: This study employed a descriptive, cross-sectional survey design with 237 randomly selected nurses in tertiary hospitals in Iloilo City, Philippines. Self-administered instruments were used to gather self-report data. Data were analyzed using descriptive statistics, ttest, ANOVA, and Pearson’s r. Results: Results indicated that nurses were moderately aware of the CPD law (M=2.31; SD=.31), were positive about the importance of CPD (M=3.91; SD=.72) but were ambivalent toward CPD implementation (M=5.98; SD=2.01). Attitude toward CPD importance significantly differed (p=.000) across age group. Awareness of CPD law (p=.000) and attitude toward the importance of CPD (p=.000) were significantly related to their attitude toward the implementation of CPD. Awareness that CPD is a requirement for license renewal (90.7%), knowledge that it can help improve skills at work (78.9%), and sponsorship from the organization (62%) were considered the major facilitators while cost (98.75%), not available to all staff (61.6%), and time-related factors (60.3%) were the major barriers to CPD participation. Conclusion: Along with current efforts to strengthen CPD in the country, it is hoped that identification of knowledge gaps and addressing the barriers may lead to better understanding, acceptance, and participation of nurses to mandatory CPD.

scholarly journals Progress in English Language Teaching Through Continuous Professional Development—Teachers’ Self-Awareness, Perception, and Feedback

2021 ◽  
Vol 6 ◽  
Author(s):  
Balachandran Vadivel ◽  
Ehsan Namaziandost ◽  
Abdulbaset Saeedian
Keyword(s):  
Professional Development ◽  
English Language ◽  
Continuous Professional Development ◽  
English Language Teaching ◽  
Sample Population ◽  
Self Awareness ◽  
Global Standards ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teachers Professional Development

This research aimed to investigate the various aspects of EFL teachers’ professional development through Continuous Professional Development (CPD). Hence a study involving 83 EFL teachers from different socio-economic, multi-cultural, educational, and disciplinary backgrounds was conducted to ascertain their attitudes, perceptions, and feedback on CPD. The sample population was random, and the data collection was through a questionnaire. The results showed that teachers take charge of their CPD, but for better outcomes, they need professional development through shared experience, reflective teaching, and have a sense of community among them to stay at par with the global standards of the education system. Through this research, the concept of CPD and its significance in teaching English are made available. This study also proposes higher achievement in education through teacher professional development programs. Moreover, the analysis demonstrated that teachers are confident in what they do because of their positive belief in their own CPD. From the results, it was clear that every EFL teacher should take charge of their professional development to become better teachers and help students achieve their goals.

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