English Language Teachers' Perceptions of PAAET's Professional Development Programs: Implications on Guideline Formulation for Training Programs

Autor/inn/en	Alzankawi, Maisoun A.; Alenezi, Yousef M.
Titel	English Language Teachers' Perceptions of PAAET's Professional Development Programs: Implications on Guideline Formulation for Training Programs
Quelle	In: International Education Studies, 14 (2021) 9, S.90-107 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Faculty Development; Pedagogical Content Knowledge; Career Development; Academic Achievement; Teacher Attitudes; Soft Skills; Teaching Skills; Teacher Effectiveness; Comparative Analysis; Kuwait + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Pädagogische Kompetenz; Berufsentwicklung; Schulleistung; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Teachers' professional development is a life-long and continuous process in which teachers are expected to upgrade their knowledge, master new skills, and change their practices, since advancement in their teaching career has an impact on their students' achievement and education reform. This study determines the teachers' assessment of professional development programs at the Public Authority for Applied Education and Training (PAAET) in Kuwait. The study utilized a quantitative research method using a survey questionnaire, which was distributed online to 31 in-service teachers. Results indicated the infrequency of teachers' development program in the institution. Teachers who had stayed at least nine years had undergone 1 to 3 training programs. Training on soft skills is perceived to be relatively more effective than training on hard skills. Nevertheless, majority of the teachers attended relatively more hard-skills training than soft-skills training programs. Thus, hard-skills training should further be planned to improve effectiveness since more training is provided in these areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01