A Framework on Exploring Primary School English Language Teachers' Perceptions of Their Continuing Professional Development in Malaysia

Autor/inn/en	Pang, Elaine Ling Ling; Wray, David
Titel	A Framework on Exploring Primary School English Language Teachers' Perceptions of Their Continuing Professional Development in Malaysia
Quelle	In: Athens Journal of Education, 4 (2017) 1, S.63-76 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Elementary School Teachers; Language Teachers; English (Second Language); Second Language Learning; Teacher Attitudes; Teaching Methods; Foreign Countries; Inservice Teacher Education; Faculty Development; Educational Needs; Student Needs; Academic Achievement; Profiles; Educational Improvement; Educational Experience; Malaysia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerfortbildung; Educational need; Bildungsbedarf; Schulleistung; Charakterisierung; Profilanalyse; Teaching improvement; Unterrichtsentwicklung; Bildungserfahrung
Abstract	The national concern to improve in-service training (INSET) for English language teachers in Malaysia has led to the need to reshape continuing professional development (CPD). CPD providers in Malaysia tend to conduct training using the cascade model and teachers are hardly consulted about their needs or learning preferences. This is likely to have a significant impact on the quantity and quality of INSET for teachers in a top-down national priority driven system. The research to be reported in this paper focuses on the perceptions of a group of Malaysian primary school English language teachers of their INSET experiences, the CPD models they prefer, and their perceptions of the effect of CPD on their classroom practice. The research also aims to identify their future expectations of INSET in terms of their professional development needs and their pupils' needs. Qualitative survey research was undertaken using profile questionnaires, focus group interviews and individual interviews, followed by an online survey of all research participants. The researcher followed the CPD journey of three groups of primary school educators, selected using convenience sampling and purposeful sampling. This paper suggests a framework to investigate teachers' views about their needs. This would shed light on how CPD providers can enhance teachers' professional development and thus student achievement. (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	2020/1/01