EFL Teachers' Practice of the Continuous Professional Development (CPD) Programme / Witfi Specia( 1?§ference to Some Serected Secane( Cyere Primary Scfioors in (j)essie/
No Thumbnail Available
Date
2008-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The main objectives of this study were to investigate EFL teacher perception of
the CPD pogramme and the practices of the CPD facets in actual classroom.
The research participants were English language teachers in second cycle
primary sch ools (Grade 7-8) attending the CPD programme, a professional
development programme for all teachers . Questionnaire, interview, classroom
observation and document analysis were mainly used as da ta collection
instruments. Sixty-two teach ers responded to the questionnaire, ten teachers
were interviewed, thirty -two classrooms lesson were observed, sixteen lesson
plans and mark lists, eight por tfolios and action research document were
analyzed.
The questionnaire and classroom observations data were analyzed usmg
descriptive statistic, while the other data were analyzed qualitatively and
presented using a n a rrative process. The results indicated that EFL teachers
had fairly good perceptions about CPD programme. Their perceptions about
teacher development were altered and their knowledge increased despite the
variations according to age, experience and qualification. On the other hand,
EFL teacher had dissatisfaction with course content and orga nization and
delivery vs good perceptions about CPD. There was also a discrepancy between
their espoused beliefs about the practice of CPD facets and their actual
practices. It was concluded th a t EFL teachers perceptions were altered, and
their knowledge increased, however, increased in knowledge did not lead to
change in their classroom practice.
Description
Keywords
English language teachers in second cycle primary sch ools