scholarly journals Collaborative Strategies for Teacher-Led Professional Development among Teachers of English

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Irene Simiyu ◽  
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teacher Learning ◽  
Classroom Practices ◽  
Research Study ◽  
Collaborative Strategies ◽  
Collegial Relationships ◽  
Action Research Study ◽  
Research Studies

This article reports on an action research study that involved teachers of English leading their own professional development, while establishing the collaborative strategies that they can use to do this. Teachers collaborating in professional development is a departure from the traditional modes where teachers are taken through presentations that are meant to equip them with what facilitators feel they need to know about classroom practices. In this study, the teachers identified their individual challenges with practice and then worked in collaboration with a colleague to overcome them. This was done through the use of a number of collaborative strategies that find support in research studies on teacher learning. The findings bring out practical collaborative strategies that can improve the classroom practices of teachers as well as their collegial relationships.

scholarly journals An Action Research Study of Promoting Teachers’ Confidence and Competence in Teaching English Meaningfully

2021 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Eiman Hassan Nather
Keyword(s):  
Public Schools ◽  
Action Research ◽  
Classroom Practices ◽  
Research Study ◽  
Real Life ◽  
English Teachers ◽  
Directed Group ◽  
Training Course ◽  
Learner Centered ◽  
Action Research Study

This action research study investigates the introduction, implementation and evaluation of a training course—Meaningful Communication in English (MCE)—designed for English teachers at Saudi public schools. The course aims to promote the teachers’ confidence and competence to use alternatives in classroom practices and develop an English communicative and interactive syllabus. Saudi public schools aim to educate students to use English in real-life communication. However, the current classroom practices do not meet these expectations. Despite having been taught English from Grade 4, most Saudi high school students graduate with low levels of understanding and competence when communicating in English. Saudi teachers and students are afraid of change because they are confused and suspicious about the functions and effectiveness of interactive classroom activities. This situation in schools demands the development of a training course based on communicative and interactive pedagogies and topics related to real life situations. The study is conducted in two cycles to investigate the training strategies and acquisition associated with MCE over 180 hours of training. Each cycle of MCE is based on the themes of the first three stages of research: theme 1- ‘identifying the problem’, theme 2- ‘reviewing literature’ and theme 3- ‘developing a plan’. Upon the completion of MCE in each cycle, participant teachers were encouraged to conduct the following two stages ‘implement the plan’ and ‘evaluate the outcomes’ at their classrooms while providing remote supervision and support. The MCE training course differs from the traditional trainer-directed approach to introducing a learner-centered approach. Two hundred and forty-three English teachers contributed to this study and participated in observations, directed group discussions and surveys. The study found that MCE contributes positively to teachers’ professional confidence and competence. The outcomes from this study will inform current practice and policy in the teaching and learning of English in Saudi Arabian training rooms as well as classrooms, and will contribute to creating an engaging, interactive and learner-centered training courses for the future.

Overcoming Barriers to Teacher Learning

2020 ◽  
pp. 146-162
Keyword(s):  
Action Research ◽  
Teacher Learning ◽  
Professional Learning ◽  
Reading Strategies ◽  
Research Study ◽  
Teacher Empowerment ◽  
Teacher Narratives ◽  
Action Research Study ◽  
Effective Reading Strategies

This chapter reveals teacher learning that results from reflection. Effective reading strategies are discussed as they pertain to the lesson. Phase 4 of the action research study informs this chapter as it shares how teachers overcome barriers such as time, teacher empowerment constraints, and collaboration efforts. These areas are often overlooked when designing professional learning in schools. Solutions are also presented in the form of teacher narratives. This chapter will inform practitioners as they develop learning sessions for teachers.

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