Exploring teachers' perceptions of professional development: The case of Kosova

Abstract

Research into teacher professional development (PD) highlights the importance of scrutinizing features that make PD effective. While PD effectiveness is investigated in high-income countries, exploring the landscape of PD in low-income countries undergoing paradigm shifts in education is substantial as it may engender new perspectives or confirm existing stances on PD effectiveness. This qualitative study explored the perceptions of sixteen EFL teachers from Kosovo who attended a 100-hour professional development program. Interviews, reflection accounts, feedback forms and an external report were used to explore teacher views on, firstly, the effectiveness of the PD in developing professional knowledge and skills and, secondly, the relevancy of the PD to their capacity building. Data revealed that teachers found the PD relevant due to the new knowledge and skills they acquired which led to a change of classroom practice and beliefs. Teachers disclosed that the most relevant aspects of the PD program were the content, scaffolded learning, collaboration opportunities and high-quality trainers.

Development Pocket Book Based on Local Culture of Dompu Bima to Improve Speaking Skills of Students MTSn 1 Dompu

“…Through products made by researchers, there are several benefits that can be utilized by students, the first to increase their insight, the second to improve their speaking skills, the third makes it easier for them to know the Dompu culture itself. The effectines According Mustafa & Paçarizi, (2021) Effective is the utilization of resources, facilities and infrastructure in a certain amount that is consciously determined in advance to produce a number of goods for the services of the activities it runs. Effectiveness is the utilization of resources, facilities and infrastructure in a certain amount that is consciously determined before to produce a number of works on time (Wahyuni, Wahyuni, & Yushardi, 2017).…”