A Proposed Conceptual Framework: Unlocking a Potential Approach to Evaluating In-Service Teacher Training Programme

Abstract

The conceptual paper generally elucidates a potential approach to evaluating in-service teacher training programmes in Malaysia. Undeniably, Malaysia has continuously invested in the field of teacher professional development, particularly aimed at enhancing the standards of English but of little fruition. Therefore, with the inception of the Professional Up-skilling of English Language Teachers (Programme), this galvanizes the undertaking study to bring to the forefront the efficacy of the programme. To this end, the Kirkpatrick's evaluation model is utilised but restricted to the first two levels of the model only so that it is aligned with the primary purpose of the Pro-ELT Programme. The Kirkpatrick's evaluation model is then underpinned by tenets drawn from 3 flagship theories/hypothesis-Sociocultural Theory by Vygotsky, Adult Learning Theory by Knowles and Affective Filter Hypothesis by Krashen, thus conceptualizing the framework of the study. Guided by the conceptual framework, this directly engenders a refined understanding of ideal evaluation practice and at the same time sheds light on possible factors affecting the success of the designed programme.