Professional development needs of primary school English-language teachers in Malaysia

Kabilan, Muhammad Kamarul; Veratharaju, Kasthuri

doi:10.1080/19415257.2012.762418

Cited by 34 publications

(35 citation statements)

References 37 publications

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“…It shows elements where organisations or policy-makers play a significant role in shaping learning activities for the teacher. Moreover, shaping is largely instigated by teachers and is led by their interests and priorities (Appleby & Pilkington, 2014;Kabilan & Veratharaju, 2013). In spite of that, the data shows that there was a level of disagreement between participants regarding who has the main responsibility for English teachers CPD.…”

Section: Cpd Responsibilitymentioning

confidence: 98%

Omani Tesol Teachers Beliefs About Continuing Professional Development.

AlBalush¹,

ijar²

2019

IJAR

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This article reports the findings of a study that explored Omani TESOL teachers' beliefs about continuing professional development (CPD). Data were collected using questionnaires, semi-structured and focus group interviews with EFL teachers in Oman. The findings revealed that a key source influencing teachers" CPD participation is their beliefs, and that participants" hold a wide range of beliefs about CPD. Participants" responses seem to be affected mainly by their experience of participating in CPD events and/or the beliefs they hold about teaching and learning (Vries et al., 2013). The article explores the implications of the findings for teacher education and the development of TESOL teachers in Oman.

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Section: Cpd Responsibilitymentioning

confidence: 98%

Omani Tesol Teachers Beliefs About Continuing Professional Development.

AlBalush¹,

ijar²

2019

IJAR

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“…It has also been heavily criticised for its inability to prepare teachers and therefore their students, to be ready for the demands and challenges of the evolving global landscape (Zachariah, 2013, December 11). In fact, pre-service teachers in Malaysian schools have reported that they lack the skills needed to work effectively with their students and were somewhat unprepared to help students to learn (Kabilan & Veratharaju, 2013). Because "the strength of a high-quality education system rests with high-quality teachers" (Jefferson, 2009), it is imperative that teacher education in Malaysia be reformed.…”

Section: The 21st Century English Teacher: the Need To Reform Teachermentioning

confidence: 99%

Rethinking English Language Education in Malaysia

Badiozaman¹

2019

The Journal of AsiaTEFL

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“…According to Kabilan and Veratharaju [20], the teachers in their study wanted more relevant professional development programmes which would enhance their current knowledge and skills as well as give them the opportunity to acquire more knowledge and new skills. This would enable them to achieve classroom efficacy and address changes they need in their practice to improve the teaching and learning process [21].…”

Section: Professional Practice and Professional Learningmentioning

confidence: 99%

“…He also shared that for some of the other prescribed INSET programmes, the content that he usually finds helpful to him was about 50% or less from the whole course. Thus, some teachers might become non-committal or skeptical towards some INSET programmes [20].…”

Section: Professional Practice and Professional Learningmentioning

confidence: 99%

An Investigation of School Improvement Specialist Coaches’ (SISCs) Perceptions of INSET for Primary School English Language Teachers in Malaysia: Motivation, Practicalities and Challenges

Pang¹,

Wray²

2017

LICEJ

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The Ministry of Education (MoE) in Malaysia introduced the Malaysia Education Blueprint (2013-2025) to transform the education system. One of the aims was to upgrade the quality of in-service teacher training for teachers. This has resulted in a reshaping of the type of courses and delivery mode for in-service education and training (INSET) of teachers in a topdown, national priority driven training model. This research investigates the professional development needs of Malaysian primary school English language teachers. Teachers' perceptions of their professional development and the factors affecting it has so far been under-researched, at least in a Malaysian context. The research is informed by a qualitative survey approach investigating School Improvement Specialist Coaches' (SISCs) perceptions of their continuous professional development and learning (CPDL) in their former role as primary school English language teachers. This research concerns SISCs' perceptions of the INSET they had previously attended, their future expectations of CPDL for primary school teachers, their perceptions of continuing professional development (CPD) in relation to pupils' needs in primary schools and their views on whether it had changed their practice in the classroom when they were practicing teachers in primary schools across different states in Malaysia. This paper focuses on the research participants' perceptions of factors which encouraged and supported them in their experiences of professional development which enhanced their skills and factors which demotivated them. In addition, this paper also addresses the SISCs' views of the practicalities and challenges of INSET for Primary school English language teachers in Malaysia.

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Professional development needs of primary school English-language teachers in Malaysia

Cited by 34 publications

References 37 publications

Omani Tesol Teachers Beliefs About Continuing Professional Development.

Omani Tesol Teachers Beliefs About Continuing Professional Development.

Rethinking English Language Education in Malaysia

An Investigation of School Improvement Specialist Coaches’ (SISCs) Perceptions of INSET for Primary School English Language Teachers in Malaysia: Motivation, Practicalities and Challenges

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