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The influence of an In- Service Training Program on English Language Teachers’ Professional Development in Palestinian Upper Primary Public Schools

Year 2019, Volume: 13, 124 - 135, 31.08.2019

Abstract

The current study was conducted with the aim of investigating the
influence of an in- service training program on English language teachers’
professional development in Palestinian upper primary public schools. Thus, the
current study attempted to answer the following main questions: 1- What is the
influence of an in-service training program conducted by the Ministry of
Education and Higher Education on English language teachers’ professional
development in Palestinian upper primary public schools?  2- To what extent does the in-service
training program satisfy English language teachers’ professional development needs
in Palestinian upper primary public schools? In order for the current study to
achieve its goals, a questionnaire and interview were used as instruments for
the data collection. Descriptive statistics of the data was calculated using
SPSS as well as thematic analysis was used to analyze the qualitative data. The
results of this study revealed that the in-service training program has
positive influence on English language teachers’ professional development in
the aspects of planning, students’ engagement, teaching strategies and
assessment. On the other hand, the findings of this study revealed that the
program satisfies the participants’ professional development need areas related
to planning effectively, giving constructive feedback to learners and managing
their classrooms appropriately. While conducting action research still needs
more focus and effort to enable teachers practice it to improve teaching and
learning process.

References

  • Aminudin, Nurul Aini (2012).Teachers’ perceptions of the impact of professional development on teaching practice: the case of one primary school. Master thesis, Unitec Institute of Technology. New Zealand. Retrieved on 16th May 2015 from http://unitec.researchbank.ac.nz/bitstream/handle/10652/2013/Nurul%20Aini%20Aminudin_MEdL%26M.pdf?sequence=1 Archibald, Sarah, Fremanich, Marck, Gallagher, Alix H. & Odden, Allan (summer, 2002). A cost framework for professional development. Journal of Education Finance (28), 51-74 Retrieved on May 14th 2015 from http://www.jstor.org/stable/40704157 Arechaga, Graciela Miller (August, 2001). Teacher development: Awareness, reflection and sharing. ELT Newsletter. The weekly column, Article 69. Retrieved on 10th May 2015 from http://www.eltnewsletter.com/back/August2001/art692001.htm Aydin, Yesim Capa, Eksi, Gul (2013). English instructors’ professional development need areas and predictions of professional development needs. Procedia- Social and Behavioral Sciences 70, 675-685 Retrieved on May 14th 2015 from http://www.sciencedirect.com/science/article/pii/S1877042813001092 Clark, Heather Griller , Mathur, Sarup R., Schoenfeld, Naomi A. (June 2009). Professional development: A capacity Building Model for Juvenite Correctional education systems. The Journal of Correctional Education, 60 (2), 164-184. Arizona State University. Retrieved on April 23rd 2015 from http://www.jstor.org/discover/10.2307/23282723?uid=3738872&uid=2129&uid=2&uid=70&uid=4&sid=21104102081707 Desimone, Laura (2011). A primer on Effective Professional Development. The Phi Delta Kappan 92 (6), 68-71. Retrieved on March 23rd 2015 from http:www.jstor.org/stable/25822820 Eksi, Gul (2010). An assessment of the professional Development Needs of English Language Instructors working at a State University. Master Thesis, Middle East Technical University. Turkey. Retrieved on 25th 2015 from http://etd.lib.metu.edu.tr/upload/12612808/index.pdf Fields, Erica, Levy, Abigail, Karelitz, Tzur M., Gudapakkam, Audrey and Jablonski, Erica (2012). The Science of Professional Development. The Phi Delta Kappan, 93 (8), 44 – 46. Retrieved on April 4th 2015 from http: //www.jstor.org/stable/23210372 Guskey, T.R (2002). Professional development and teacher change. Teachers and teaching, Theory and practice 8 (3/4), 381 - 391 Retrieved on 21/ 3/ 2015 from http://class.anhoes.ntpc.edu.tw/happy/wenwen/files_dl/Guskey2002%20Professional%20Development%20and%20Teacher%20Change.pdf Hismanoglu, Murat & Hismanoglu, Sibel (2010). English Language Teachers’ Perceptions of Educational Supervision in Relation to other professional Development: A case study of Northern Cyprus. Novitas- Royal (Research on Youth and Language. 4 (1), 16-34. Retrieved on April 2nd 2015 from http://www.novitasroyal.org/Vol_4_1/hismanoglu.pdf Kennedy, A (2005). Models of continuing professional development: A framework for analysis. Journal of In-service Education 31 (2), 235-250 Retrieved on May 10th from http://www.tandfonline.com/doi/abs/10.1080/13674580500200277 Lester, Julie (2003). Planning Effective Secondary Professional Development programs. American Secondary Education. 32 (1), 49-61. Retrieved on March 22nd 2015 from http://www.jstor.org/paginfo/about/policiesterms.jsp Ministry of Education and Higher Education (2013). Leadership and Teacher Development (LTD) Program. Palestine. http://www.jstor.org/stable/4445649 Ministry of Education and Higher Education-Palestine (2012). Monitoring and Evaluation System of the Strategic Plan for Professional Development 2008-2012. Monitoring and Evaluation Report 2012. Retrieved on 25 August 2016 from http://www.moehe.gov.ps/%D8%AE% Sixel, Debarah Marie (2013). Teachers’ perceptions of professional Development Required by Wisonsin Quality Educator Initiative PI 34. Dissertation. The University of Wisconsin- Millaukee. Retrieved on April 2nd 2015 from http://dc.uwm.edu/cgi/viewcontent.cgi?article=1163&context=etd Sywelem, Mohammad& Witte, James (2013). Continuing Professional Development: Perceptions of Elementary School Teachers in Saudi Arabia. Journal of Modern Education Review 3 (12), 881-898. Retrieved on 20 / 5 / 2015 from https://www.researchgate.net/profile/Mohamed_M_Ghoneim_Sywelem/publication/273123485_ Tessema, Amdeberhan (2012). Teacher Educators’ professional Development towards Educational Research in Student- Centered Instruction Support by Dynamic Mathematics Software. Master Thesis. University of Amsterdam, the Netherlands. Retrieved on 20/ 3/ 2015 http://www.science.uva.nl/onderwijs/thesis/centraal/files/f1699971723.pdf Tillema, Harm H. (2004). Embedding and Immersion as key strategies in learning to teach. In Henny P.A. Boshuzen, , Rainer Bromme, Hans Gruber (Eds), Professional learning gaps and transitions on the way from novice to expert (pp.141-156). Netherlands: Kluwer Academic Publisher.
Year 2019, Volume: 13, 124 - 135, 31.08.2019

Abstract

References

  • Aminudin, Nurul Aini (2012).Teachers’ perceptions of the impact of professional development on teaching practice: the case of one primary school. Master thesis, Unitec Institute of Technology. New Zealand. Retrieved on 16th May 2015 from http://unitec.researchbank.ac.nz/bitstream/handle/10652/2013/Nurul%20Aini%20Aminudin_MEdL%26M.pdf?sequence=1 Archibald, Sarah, Fremanich, Marck, Gallagher, Alix H. & Odden, Allan (summer, 2002). A cost framework for professional development. Journal of Education Finance (28), 51-74 Retrieved on May 14th 2015 from http://www.jstor.org/stable/40704157 Arechaga, Graciela Miller (August, 2001). Teacher development: Awareness, reflection and sharing. ELT Newsletter. The weekly column, Article 69. Retrieved on 10th May 2015 from http://www.eltnewsletter.com/back/August2001/art692001.htm Aydin, Yesim Capa, Eksi, Gul (2013). English instructors’ professional development need areas and predictions of professional development needs. Procedia- Social and Behavioral Sciences 70, 675-685 Retrieved on May 14th 2015 from http://www.sciencedirect.com/science/article/pii/S1877042813001092 Clark, Heather Griller , Mathur, Sarup R., Schoenfeld, Naomi A. (June 2009). Professional development: A capacity Building Model for Juvenite Correctional education systems. The Journal of Correctional Education, 60 (2), 164-184. Arizona State University. Retrieved on April 23rd 2015 from http://www.jstor.org/discover/10.2307/23282723?uid=3738872&uid=2129&uid=2&uid=70&uid=4&sid=21104102081707 Desimone, Laura (2011). A primer on Effective Professional Development. The Phi Delta Kappan 92 (6), 68-71. Retrieved on March 23rd 2015 from http:www.jstor.org/stable/25822820 Eksi, Gul (2010). An assessment of the professional Development Needs of English Language Instructors working at a State University. Master Thesis, Middle East Technical University. Turkey. Retrieved on 25th 2015 from http://etd.lib.metu.edu.tr/upload/12612808/index.pdf Fields, Erica, Levy, Abigail, Karelitz, Tzur M., Gudapakkam, Audrey and Jablonski, Erica (2012). The Science of Professional Development. The Phi Delta Kappan, 93 (8), 44 – 46. Retrieved on April 4th 2015 from http: //www.jstor.org/stable/23210372 Guskey, T.R (2002). Professional development and teacher change. Teachers and teaching, Theory and practice 8 (3/4), 381 - 391 Retrieved on 21/ 3/ 2015 from http://class.anhoes.ntpc.edu.tw/happy/wenwen/files_dl/Guskey2002%20Professional%20Development%20and%20Teacher%20Change.pdf Hismanoglu, Murat & Hismanoglu, Sibel (2010). English Language Teachers’ Perceptions of Educational Supervision in Relation to other professional Development: A case study of Northern Cyprus. Novitas- Royal (Research on Youth and Language. 4 (1), 16-34. Retrieved on April 2nd 2015 from http://www.novitasroyal.org/Vol_4_1/hismanoglu.pdf Kennedy, A (2005). Models of continuing professional development: A framework for analysis. Journal of In-service Education 31 (2), 235-250 Retrieved on May 10th from http://www.tandfonline.com/doi/abs/10.1080/13674580500200277 Lester, Julie (2003). Planning Effective Secondary Professional Development programs. American Secondary Education. 32 (1), 49-61. Retrieved on March 22nd 2015 from http://www.jstor.org/paginfo/about/policiesterms.jsp Ministry of Education and Higher Education (2013). Leadership and Teacher Development (LTD) Program. Palestine. http://www.jstor.org/stable/4445649 Ministry of Education and Higher Education-Palestine (2012). Monitoring and Evaluation System of the Strategic Plan for Professional Development 2008-2012. Monitoring and Evaluation Report 2012. Retrieved on 25 August 2016 from http://www.moehe.gov.ps/%D8%AE% Sixel, Debarah Marie (2013). Teachers’ perceptions of professional Development Required by Wisonsin Quality Educator Initiative PI 34. Dissertation. The University of Wisconsin- Millaukee. Retrieved on April 2nd 2015 from http://dc.uwm.edu/cgi/viewcontent.cgi?article=1163&context=etd Sywelem, Mohammad& Witte, James (2013). Continuing Professional Development: Perceptions of Elementary School Teachers in Saudi Arabia. Journal of Modern Education Review 3 (12), 881-898. Retrieved on 20 / 5 / 2015 from https://www.researchgate.net/profile/Mohamed_M_Ghoneim_Sywelem/publication/273123485_ Tessema, Amdeberhan (2012). Teacher Educators’ professional Development towards Educational Research in Student- Centered Instruction Support by Dynamic Mathematics Software. Master Thesis. University of Amsterdam, the Netherlands. Retrieved on 20/ 3/ 2015 http://www.science.uva.nl/onderwijs/thesis/centraal/files/f1699971723.pdf Tillema, Harm H. (2004). Embedding and Immersion as key strategies in learning to teach. In Henny P.A. Boshuzen, , Rainer Bromme, Hans Gruber (Eds), Professional learning gaps and transitions on the way from novice to expert (pp.141-156). Netherlands: Kluwer Academic Publisher.
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Details

Primary Language English
Journal Section Articles
Authors

Suzan Qındah This is me

Publication Date August 31, 2019
Published in Issue Year 2019 Volume: 13

Cite

APA Qındah, S. (2019). The influence of an In- Service Training Program on English Language Teachers’ Professional Development in Palestinian Upper Primary Public Schools. The Eurasia Proceedings of Educational and Social Sciences, 13, 124-135.