Prospective Teachers’ Perception of Engagement in Active Learning Through Peer Teaching and Peer Assessment

Sarwar, Muhammad; Hussain, Shafqat; Shah, Ashfaque Ahmad

doi:10.30971/pje.v32i1.52

Cited by 3 publications

(4 citation statements)

References 56 publications

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“…The findings of previous research on the impact of teachers' training were mixed, with some supporting this study and others not. However, the results of the NAHE (Phase-I) project demonstrated that faculty development courses had significantly advanced the teaching abilities of university teachers across Pakistan (Sarwar et al, 2017). The findings of a study conducted in Korea back in 2005, which evaluated the effectiveness of coaching on the leadership competency of teachers, are consistent with the results of the current study.…”

Section: Discussionsupporting

confidence: 86%

Exploratory Study on the Professional Development of University Teachers in the Province Baluchistan, Pakistan

Khan,

Iqbal,

Khakwani

2023

J. educ. soc. stud.

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Professional development refers to a set of activities that enhance a teacher's knowledge, skills, performance, and understanding. The study aimed to investigate the influence of training on the professional development of university teachers who underwent training through the National Academy of Higher Education (NAHE) Phase II. The study was mixed methods in nature by employing a concurrent triangulation design. A multistage sampling technique was used; in the first stage, the province of Baluchistan was selected conveniently; in the second stage, the trainees of training centres in the province of Baluchistan were selected universally to collect quantitative data; in the final stage, 60% of course coordinators and 25% of resource persons were selected conveniently for qualitative data to triangulate the responses obtained from trainees. The study utilized two instruments - a questionnaire and an interview schedule. The first instrument, a self-developed questionnaire based on 08 subscales consisting of 55 items, indicated high reliability was used; the second tool was an interview schedule consisting of 09 questions validated by experts. Qualitative data were analysed by thematic analysis. According to the analyzed data, it has been found that training has a positive impact on the professional development of university faculty. However, the trainees are not satisfied with the research sessions. Overall, the training has a significant positive impact on the professional development of university teachers.

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Section: Discussionsupporting

confidence: 86%

Exploratory Study on the Professional Development of University Teachers in the Province Baluchistan, Pakistan

Khan,

Iqbal,

Khakwani

2023

J. educ. soc. stud.

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“…To put it another way, teachers' professional and individual features have a role to play in enhancing professional development effectiveness. This view is supported by Sarwar et al, [40] and Kennedy [42] who suggest that effective professional development should focus on specific problems faced by teachers rather than pedagogic theory. In essence, these authors advocates a problem-solving approach related to teachers' needs for actual classroom practice.…”

Section: Research On Formal Professional Development Effectivenessmentioning

confidence: 96%

“…The importance of experienced and efficient professional development organizers and facilitators to professional development success is also proved by Sarwar et al when these authors compare the effectiveness of two professional development phases (pp. 17) [40]. Meanwhile, Menges shows that the interplay between the personal context (i.e., teacher personality -individual feature) and an element of the professional development activity (i.e., mentors -professional development providers) contributes to professional development success [41].…”

Section: Research On Formal Professional Development Effectivenessmentioning

confidence: 99%

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Effectiveness of Formal Professional Development Activities in Vietnam: What Affects EFL Lecturers’ Perceptions

Nguyen,

Nguyen

et al. 2023

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In the era of constant innovation in English language education, teacher professional development (PD) is of critical importance as it possibly contributes to changes in teachers’ attitudes and practices as well as changes in teaching and learning outcomes. Given this perspective, a vast number of teacher PD activities have been provided by administrative levels in Vietnam with a hope that teachers’ capacities will be enhanced for better teaching and learning. However, how effective these formal teacher PD activities are might be perceived differently by the stakeholders. The present study aims to investigate how EFL lecturers perceive the effectiveness of the formal PD activities provided for them and the reasons for their perceptions. The study employed the qualitative approach in which the data were collected via interviews with fourteen teachers from different universities. The findings showed that the provided PD activities were effective to a certain extent as perceived by the participant EFL lecturers. Their perceptions were affected by the elements of PD activities, the coherence between specific elements of PD activities and lecturers’ personal context or social context. The research findings possibly inform EFL lecturers, institution managers and PD organizers in Vietnam and comparable contexts about how to maximize the effectiveness of formal teacher PD activities.

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Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills

Musliadi,

Triyono,

Jamilah

2024

Language Learning in Higher Education

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In the rapidly evolving educational landscape, this study investigates the effectiveness of hybrid teaching methods in enhancing oral communication skills in Indonesian higher education, marking a critical exploration at the intersection of digital and traditional pedagogies. Anchored in a qualitative research methodology, it seeks to unpack the complex experiences of Indonesian lecturers using hybrid teaching methods to enhance university students’ oral communication skills. Data were meticulously gathered through a Google Forms survey consisting of 12 open-ended questions. The survey, conducted from March to August 2023, targeted lecturers from diverse geographical regions of Indonesia, ensuring a wide range of teaching experiences. Results reveal that lecturers are motivated by the need to adapt to pandemic restrictions, expand educational accessibility, and integrate technology into teaching. They employ a variety of hybrid teaching methods, including live online lectures, in-person workshops, flipped classrooms, and project-based learning. These strategies are supported by various technological tools such as Zoom, Google Classroom, Slack, Padlet, and Mentimeter. Despite the benefits, lecturers face challenges such as varying levels of technological access and proficiency among students, maintaining engagement, and managing increased workloads. The study highlights the importance of culturally responsive teaching practices, integrating culturally relevant materials, and using interactive digital tools to enhance oral communication skills. Continuous professional development and institutional support are essential for the success of hybrid teaching methods. This research offers valuable insights and recommendations for optimizing oral communication skills in hybrid learning, with lessons adaptable to multicultural and multilingual contexts worldwide.

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Prospective Teachers’ Perception of Engagement in Active Learning Through Peer Teaching and Peer Assessment

Cited by 3 publications

References 56 publications

Exploratory Study on the Professional Development of University Teachers in the Province Baluchistan, Pakistan

Exploratory Study on the Professional Development of University Teachers in the Province Baluchistan, Pakistan

Effectiveness of Formal Professional Development Activities in Vietnam: What Affects EFL Lecturers’ Perceptions

Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills

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