Omani English as a Foreign Language Teachers' Views about Participatory Professional Development

Autor/in	Al Balushi, Khadija
Titel	Omani English as a Foreign Language Teachers' Views about Participatory Professional Development
Quelle	In: Athens Journal of Education, 9 (2022) 1, S.161-185 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Faculty Development; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Foreign Countries; Action Research; Computer Mediated Communication; Teacher Attitudes; Attitude Change; Teaching Methods; Educational Change; Reading Habits; Decision Making; Teacher Student Relationship; Participatory Research; Oman + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Projektforschung; Computerkonferenz; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Reading habit; Lesegewohnheit; Decision-making; Entscheidungsfindung; Teacher student relationships; Lehrer-Schüler-Beziehung; Forschungstätigkeit
Abstract	This paper reports the findings of a study that develops a participatory model for TESOL teachers' continuous professional development (CPD) in Oman. This study used an action research methodology and data were collected using an online discussion group, semi-structured and focus group interviews with participant teachers. The findings indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The evaluation of the participatory model of CPD adopted in this study showed that this model has a positive impact on participant teachers' CPD and three aspects of change were noticed: teachers' beliefs, their practices about CPD, and change in students (e.g., their reading habits). The data showed that the participatory model of CPD enabled teachers to make decisions regarding their CPD and encouraged them to play the role of critical reflective practitioners as well as preparing them as future transformative intellectuals. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01