Secondary school teachers' management and assessment strategies of free-riders in group work: implication for engaging the disengaged

English language teachers’ engagement in and preference for experiential learning for professional development

“…Besides, the results showed teachers did not employ reflective practices that can enable them to learn from their own experiences. Previous studies conducted by different scholars also proved that teachers in different contexts seem to engage in formally designed professional development activities ( Ball and Forzani, 2011 ; Graham, 2006 ; Jarvis, 2004 ; Knapper and Cropley, 2000 ; Nugroho and Mutiaraningrum, 2020 ) but they state that professional learning activities are the beginning of learning that perpetuates throughout professional life ( Gedamu and Shewangizaw, 2020a , b , 2022 ; Knapper and Cropley, 2000 ). Engagement in formally designed professional development activities might be good for beginning teachers as they may not develop the skill of engaging in reflective and autonomous experiential learning activities at the early stage of their career.…”

“…What is a more vicarious situation is that primary school English language teachers are engaging in illusionary professional learning and development activities ( Kaymakamoglu, 2018 ). They dominantly engage in tailored, insulated, and induced activities with beliefs, attitudes, perceived professional knowledge, experiences, practices, strategies, skills, and procedures oriented by professional development models or experts for all teachers (Amare, 2006; Fekede, 2010; Gedamu and Shewangizaw, 2020b , 2022 ). To this effect, the current study investigates primary school English language teachers' engagement in experiential learning.…”