Developing Continued Professional Development (CPD) Program For English Language Teachers: A Model For Future Action Research
DOI:
https://doi.org/10.51601/ijersc.v2i5.172Abstract
A Continued Professional Development (CPD) in the educational context is a
continual program aimed to develop teachers' quality, including English language
teachers, in their teaching practices to improve students' academic achievement. A
traditional or teacher-centred CPD is criticized for its failure to provide teachers'
active participation. Although this program may allow teachers to learn from
outside experts, it still fails to meet teachers' and classrooms' needs. The program
may not be in line with the challenges and experiences teachers face in their
classroom's real teaching practices. Past researchers started to identify effective
professional development which invites teachers' active participation. CPD
through action research offers English teachers to get involved actively from
planning to the program's evaluation so that they can improve their knowledge,
English language proficiency and teaching skills that fit the condition and
teachers' context. This paper offers a design to develop an action research model
of CPD.
Downloads
References
Desimone, L. M. (2009). Improving impact studies of teachers’ professional
development: Toward better conceptualizations and measures. Educational Researcher,
(3), 181-199. https://doi.org/10.3102%2F0013189X08331140
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009).
Professional learning in the learning profession: A status report on teacher development
in the United States and abroad (Technical Report).
https://learningforward.org/docs/default-source/pdf/nsdcstudytechnicalreport2009.pdf
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional
growth. Teaching and Teacher Education, 18(8),
-967. https://doi.org/10.1016/S0742-051X(02)00053-7
Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change. New
York, United States of America: Teachers College Press.
Elliot, J. (1991). Action research for educational change. Buckingham, United
Kingdom: Open University Press.
Nasser, F. M., & Fresko, B. (2003). The contribution of completing degree studies to
teachers' professional development in Israel. Educational Studies, 29(2-3), 179-193.
https://doi.org/10.1080/03055690303271
Barnard, R. (2004). A qualitative study of teachers’ perceptions of staff development.
(Doctoral dissertation, East Tennessee State University, Johnson, Unites States of
America).http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.9695&rep=rep1
&type=pdf
Guskey, T. R. (2000). Evaluating professional development. California, United States of
America: Corwin Press.
Jones, E., & Lowe, J. (1990). Changing teacher behaviour: Effective staff development.
Adult Learning, 1, 7-10. https://doi.org/10.1177/104515959000100705
Wong, M. L. Y. (2009). Perspectives on the English Language Education of Hong
Kong’s New Senior Secondary (NSS) Curriculum. Professional Teaching Articles, 35,
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context.
Teaching and Teacher Education, 16(5-6), 523-545.
Mohan, P. P., Lingam, G. I., & Chand, D. D. (2017). Teachers' perceptions of the impact
of professional development on learning and teaching in a developing nation. Australian
Journal of Teacher Education, 42(11), 18. http://ro.ecu.edu.au/ajte/vol42/iss11/2
Harris, J., Cale, L., & Musson, H. (2011). The effects of a professional development
programme on primary school teachers’ perceptions of physical education. Professional
Development in Education,
(2), 291-305. https://doi.org/10.1080/19415257.2010.531973
Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2009). Fostering a community of
practice through a professional development program to improve elementary teachers'
views of nature of science and teaching practice. Journal of Research in Science
Teaching, 46(10), 1090-1113. https://doi.org/10.1002/tea.20303
Aubusson, P., Steele, F., Dinham, S., & Brady, L. (2007). Action learning in teacher
learning community formation: informative or transformative? Teacher Development,
(2), 133-148. https://doi.org/10.1080/13664530701414746
Johnson, N. (1996). Reconceptualising schools as learning communities. Reflect, 2(1),
–13.
Elliott, J. (1978) What is action-research in schools? Journal of Curriculum Studies,
(4), 355–7
McNiff, J. and Whitehead, J. (2002) Action research: Principles and practice. London,
United Kingdom: Routledge Falmer.
Kenneally, A. (2013). The lived experience of Insider Action Research in a local
government setting. In Proceedings of the 3rd National Local Government Research
Forum.
https://epress.lib.uts.edu.au/conferences/index.php/acelg/PNLGRF/paper/viewFile/479/8
Kemmis, S., & McTaggart, R. (1988). The action research planner. Victoria, Australia:
Deakin University Press.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating
quantitative. Boston, United States of America: Pearson Education Inc.
Sagor, R. D. (2010). The action research guidebook: A four-stage process for educators
and school teams. California, United States of America: Corwin Press.
Mills, G. E. (2011). Action research: A guide for the teacher researcher. New Jersey,
United States: Prentice-Hall.
De Zeeuw, G. (2003). Helping others: projects or research? Journal of Community and
Applied Social Psychology, 13, 496–503.
Nolen, A. L., & Putten, J. V. (2007). Action research in education: Addressing gaps in
ethical principles and practices. Educational Researcher, 36(7), 401-407.
https://doi.org/10.3102%2F0013189X07309629
Kasi, F. (2010). Collaborative action research: An alternative model for EFL teacher
professional development in Pakistan. Asian EFL journal, 12(3), 98-117.
Ravhuhali, F., Kutame, A. P., & Mutshaeni, H. N. (2015). Teachers’ perceptions of the
impact of continuing professional development on promoting quality teaching and
learning. International Journal of Education Sciences,
(1), 1-7. https://doi.org/10.1080/09751122.2015.11890332
Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). High-quality professional
development for all teachers: Effectively allocating resources. Research & policy brief.
National Comprehensive Center for Teacher Quality.
https://files.eric.ed.gov/fulltext/ED520732.pdf
McNiff, J., & Whitehead, J. (2011). All you need to know about action research.
London, United Kingdom: Sage Publications.
Lewin, K. (1946) Action research and minority problems. Journal of Social Issues,
(4), 34–46. https://doi.org/10.1111/j.1540-4560.1946.tb02295.x
Morrison, K. R. B. (1993) Planning and accomplishing school-centred evaluation.
Dereham, United Kingdom: Peter Francis.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Oxford,
United Kingdom: Routledge.
Grundy, S. (1987) Curriculum: Product or Praxis. Biddeford, United States of America:
Falmer.
Appalachia Educational laboratory. (1988). Bridges to strength: Establishing a
mentoring program for beginning teachers: An administrator’s guide. Charleston, WV:
Author.
Drago-Severson, E. E. (1997, April). Researching a principal’s leadership practices on
behalf of adult development: A four-year ethnography. Paper presented at the annual
meeting of the American Educational Research Association, Chicago.
Fessler, R. (1995). Dynamics of teacher career stages. In T. R. Guskey & M. Huberman
(Eds.), Professional development in education: New paradigms and practices (pp.171-
. New York: Teachers College Press.
Hult, M. and Lennung, S. (1980) Towards a definition of action-research: a note and
bibliography. Journal of Management Studies,
(2), 241–50. https://doi.org/10.1111/j.1467-6486.1980.tb00087.x
McKernan, J. (1991) Curriculum action research. London, United Kingdom: Kogan
Page.
Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to
promote teacher learning. Educational Researcher,
(3), 3-14. https://doi.org/10.3102%2F0013189X034003003
Guskey, T. R., & Peterson, K. D. (1996). The road to classroom change. Educational
Leadership, 53(4), 10-14. http://www.ascd.org/publications/educationalleadership/dec95/vol53/num04/The-Road-to-Classroom-Change.aspx
Tomlinson, B. (Ed.). (2011). Materials development in language teaching. Cambridge,
United Kingdom: Cambridge University Press.
Schifter, D., & Fosnot, C. (1993). Reconstructing mathematics education: Stories of
teachers meeting the challenge of reform. New York, United States of America:
Teachers College Press.
Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners:
Toward a practice-based theory of professional education. In L. Darling-Hammond & G.
Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp.
-32). San Francisco: Jossey-Bass.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What
makes professional development effective? Results from a national sample of teachers.
American educational research journal, 38(4), 915-945.
Kemmis, S. (2010). What is to be done? The place of action research. Educational
Action Research, 18(4), 417-427. https://doi.org/10.1080/09650792.2010.524745
Elliot, J. & Partington, D. (1975). Three points of view in the classroom, Ford Teaching
Project Documents, Norwich, University of East Anglia.
Bryman, A. (2015). Social research methods. Oxford, United Kingdom: Oxford
University Press.
Banegas, D. L., & Villacañas de Castro, L. S. (2015). A look at ethical issues in action
research in education. Argentinian Journal of Applied Linguistics,3 (1), 58-67.
https://roderic.uv.es/bitstream/handle/10550/44154/102446.pdf?sequence=1
Zeni, J. (1998). A guide to ethical issues and action research. Educational Action
Research, 6(1), 9-19.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 International Journal of Educational Research & Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.