On the Effect of Online Peer Knowledge Sharing on Iranian EFL Teachers' Professional Development

Alimirzaee, Hossein; Ashraf, Hamid

doi:10.17507/tpls.0601.18

Cited by 7 publications

(9 citation statements)

References 10 publications

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“…There are many studies have been conducted to examine the different forms of OPD for English language (EL) teachers (e.g. Elmabruk, 2009;Kabilan & Rajab, 2010;Murugaiah et al, 2010;Kabilan, Adlina, & Embi, 2011, Magidin de Kramer et al, 2012Liu, 2012;Silvia, 2015;Alimirzaee & Ashraf, 2016;McCall, 2018).…”

Section: Previous Studies About Opd For English Language Teachersmentioning

confidence: 99%

“…Most of OPD studies have been carried out internationally (e.g. Murugaiah et al, 2010;Kabilan, Adlina, & Embi, 2011, Magidin de Kramer et al, 2012Liu, 2012;Silvia, 2015;Alimirzaee & Ashraf, 2016;McCall, 2018). Nevertheless, few studies have been conducted in some of the Arab countries, and they focused on the use of the internet by EFL teachers (e.g.…”

Section: Introductionmentioning

confidence: 99%

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EFL Teachers’ Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia

Alzahrani¹,

Althaqafi²

2020

HES

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This study aimed at examining EFL teachers’ perceptions of the effectiveness of an OPD program provided by a Saudi University. The program lasted for almost one year, and consisted of different courses about teaching English language. An online questionnaire was sent to the teachers to examine their perceptions of the effectiveness of the program through examining teachers’ perceptions of the significant features of the program, their learning in the program, and their use of the new knowledge and skills. Findings indicated limitations in teachers’ positive perceptions of the features of the OPD courses, teachers’ learning, and teachers’ use of new skills and knowledge. Providers of OPD need to take into consideration teachers’ needs and preferences, and the obstacles that might inhibit teachers’ learning. Needs analysis might be helpful to discover their needs and preferences and solutions for the obstacles they face.

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Section: Previous Studies About Opd For English Language Teachersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia

Alzahrani¹,

Althaqafi²

2020

HES

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“…This is also supported by Salmon (2002) that learning communities provide opportunities for collaborative learning to develop via the sharing of knowledge, resources, and the meaningful construction of knowledge. Similarly, Alimirzaee and Ashraf (2016) believe that collaborative learning improves the performance of learners, both for group knowledge sharing and the construction of individual knowledge. Knowledge sharing can be possible by interacting and communicating with all the other departments within the college, which the teachers deliberately create is another way of sharing knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…One of the major aims of KM practice and research is to increase information exchange between members of an organization, therefore knowledge sharing is a basic activity of KM (Baharun et al, 2021;Shin, 2004). Alimirzaee and Ashraf (2016) assert the importance of research on knowledge sharing by teachers, which results in improving knowledge. When speaking about the EFL teachers, researchers disclose that the EFL teachers may seem to vary in the knowledge they possess, methods they practice and so on as sharing of knowledge led them to know the numerous pedagogical aspects which are used for teaching EFL classrooms.…”

Section: The Dimensions Of Knowledge Managementmentioning

confidence: 99%

Investigating Knowledge Management Practices in an EFL Context in Pakistan

et al. 2022

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Currently, English as a foreign language (EFL) teachers are supposed to recognize that, creativity among students can be developed through knowledge management practices. The current study aimed to investigate EFL teachers’ knowledge management practices from learner insight. The explanatory mixed method research design was used to investigate the phenomenon. Quantitative data was collected from 298 A-Level students through a survey questionnaire, and qualitative data was collected through 7 A-Level students through an in-depth semi-structured interview. The findings suggested that EFL teachers arrange seminars and co-curricular activities to create knowledge; discussion in and outside classrooms are used to share knowledge; social media and movies are used to utilize knowledge; and notebooks are used to store knowledge in the EFL classroom. The study revealed that benchmark and technological devices to manage knowledge are not frequently practiced by EFL teachers. The study concluded that teachers should be trained in the area of knowledge management regularly.

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“…Kontrol grubu ise hiçbir bilgi paylaşmaksızın deney grubu ile aynı eğitime tabi tutulmuşlardır. Araştırma sonucunda elde edilen T-Testi sonuçları, çevrim içi bilgi paylaşımının, İngilizce öğretmenlerinin mesleki gelişimlerini geliştirme ve iyileştirmede oldukça etkili olduğunu doğrulamıştır (Alimirzaee & Ashraf, 2016 (Kanadlı, 2012: 3).…”

Section: Wwwturkishstudiesnet/educationunclassified

Arapça Öğretmenleri Mesleki Gelişim Programı Kapsamında İstanbul ve Katar’da Gerçekleştirilen Eğitici Eğitimleri Programlarının Karşılaştırılmalı Değerlendirmesi

Arkan¹

2020

TurkishStudies

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The aim of this study is to compare two training programs within the scope of "Arabic Teachers Professional Development Certificate Program" for Arabic teachers working in schools affiliated to the Ministry of National Education. This study was carried out with 38 Arabic teachers who participated in the training programs organized by Istanbul Zübeyde Hanım In-Service Training Institute between June 19-29, 2019 and Qatar University between June 23 and July 18. Qualitative research method was used in the research. Semi-structured focus interview forms were prepared to collect data. Descriptive approach was used in the analysis of the obtained data. Participant teachers' opinion on the trainings have focused on "academic education", "teaching methods and techniques", "using materials", "course hours of the programs", "planning programs according to the level" and "efficiency". At the end of the research, some suggestions have been made that can be taken into consideration for the Professional Teacher Certificate Programs of Arabic Teachers. In this context, attention was drawn to the importance of designing professional development programs for Arabic teachers in a continuous and gradual form, activity and communication oriented, using different methods and techniques, interactive content and in accordance with the needs of levels and goals of teachers. * Bu çalışma 2019 eğitim ve öğretim yılında yürütülmüştür. This study was conducted in 2019 education year.

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On the Effect of Online Peer Knowledge Sharing on Iranian EFL Teachers' Professional Development

Cited by 7 publications

References 10 publications

EFL Teachers’ Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia

EFL Teachers’ Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia

Investigating Knowledge Management Practices in an EFL Context in Pakistan

Arapça Öğretmenleri Mesleki Gelişim Programı Kapsamında İstanbul ve Katar’da Gerçekleştirilen Eğitici Eğitimleri Programlarının Karşılaştırılmalı Değerlendirmesi

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