Exploring Change in EFL Teachers’ Perceptions of Professional Development

Mohammadi, Mohammad; Moradi, Khaled

doi:10.1515/jtes-2017-0002

Cited by 38 publications

(42 citation statements)

References 43 publications

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“…To highlight the importance of professional development and classroom observation on teachers' performance, which would positively affect students' achievement, a number of researchers believe that participation in professional development programs has a considerable impact on teachers' ability to develop their competencies that are essential for planning and practice with their students (Buczynski and Hansen, 2010;Gabriel et al, 2011;Yook and Lee, 2016;Mohammadi and Moradi, 2017). Yook and Lee (2016) investigated the influence of a teacher education program on EFL teachers' classroom teaching practices.…”

Section: Review Of Related Studiesmentioning

confidence: 99%

Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Tawalbeh

2020

International Journal of Education and Practice

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This paper investigated the instructors' perceptions of supervisors' classroom observation practices at Taif University English Language Center (TUELC) in the second semester of the 2018-2019 academic year. The researcher attempted to answer two questions. The first investigated the instructors' perceptions of supervisors' classroom observation practices. The second question investigated the instructors' suggestions for better practices by supervisors. A 4-Likert scale questionnaire was used to gather data from fifty nine instructors to answer the first question, and content analysis was used to answer the second question. The collected data were analyzed in the form of descriptive statistics, using means, standard deviation, frequencies, and percentages. The results showed that the instructors were generally satisfied with the supervisors' classroom observation practices. However, some had certain concerns regarding some observation practices to be considered for further action of improvement. In addition, the instructors had several suggestions for better practices implemented by supervisors. The most important of these was the suggestion to conduct peer observation. Based on the results, the researcher drew several conclusions and recommendations. Contribution/Originality: This study contributes to the existing literature by adopting the collaborative approach of supervision following the proposed observation guidelines. Adopting this approach can contribute to changing the negative perceptions instructors have regarding classroom observation in terms of the evaluative nature of the current authoritative practices implemented by supervisors.

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Section: Review Of Related Studiesmentioning

confidence: 99%

Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Tawalbeh

2020

International Journal of Education and Practice

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“…According to Mohammadi and Moradi (2017), continuous professional development is valuable for teachers in implementing sustainable education. Therefore, the exploration of the perceptions of teachers could be an important attempt since their beliefs influence their classroom practices, thus affecting their studentsí learning.…”

Section: Research On the In-service Teacher Training And The Continuimentioning

confidence: 99%

School-based Teacher Training in Jordan: Towards On-school Sustainable Professional Development

Alkhawaldeh

2017

Journal of Teacher Education for Sustainability

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Despite the challenges to develop school-based sustainable teacher training and development and the diverse demands to execute this type of teacher professionalism to achieve sustainable teacher development, this new trend seems indispensable both for Jordanian teacher education and many other similar world educational systems. The present qualitative study robustly relied on a set of self-reports developed by 12 doctoral students who took a teacher education course at the University of Jordan in the second semester, 2017. They self-reported on their perspectives on school-based teacher training in terms of its significance, requirements, challenges and possible solutions to develop this route to teacher training in a country which like several other educational systems worldwide was dominated by an academic theory-based route to teacher preparation and qualification. Their self-reports were analysed and their patterns concerning the reasons behind adherence to school-based teacher training and the facilities to promote it and the challenges for school based teacher training were collected and meticulously probed. The findings of the study noticeably advocate school-based teacher training as a major route to teacher training. The participants of the study obviously considered this training route a method to transfer training experience to the teachersí classroom instruction. Some recommendations were proposed calling for adopting this new training approach and conducting further research in this emerging paradigm.

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“…The complex organizational nature of educational centers, accompanied by evolving pedagogies, requires multiple professional development strategies DOI: 10.1515DOI: 10. /jtes-2017 to effectively address needs, respond to emerging trends in teaching and learning and facilitate improvements (Mohammadi & Moradi, 2017). Sustainable development of education is impossible without the professional competence of teachers.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

Eslamian

Jafari

Neyestani

2017

Journal of Teacher Education for Sustainability

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This quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

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Exploring Change in EFL Teachers’ Perceptions of Professional Development

Cited by 38 publications

References 43 publications

Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

School-based Teacher Training in Jordan: Towards On-school Sustainable Professional Development

Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

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